THE EFFECTS OF A PROGRAMMED TEXT IN REVIEW ENGLISH CLASSES WERE STUDIED BY COMPARISON OF FINAL EXAMINATION SCORES ACHIEVED BY TWO GROUPS OF 58 STUDENTS WHO HAD BEEN MATCHED ON THE BASIS OF SCORES ON THE ENGLISH SCREENING TEST. THE EXPERIMENTAL GROUP RECEIVED INSTRUCTION BY MEANS OF A PROGRAMMED TEXT, AND THE CONTROL GROUP USED A CONVENTIONAL BOOK. IN ADDITION TO AN EXAMINATION DESIGNED FOR ITS OWN SITUATION, EACH GROUP ALSO TOOK THE TEST DESIGNED FOR THE OTHER GROUP. THE PERFORMANCE OF THE EXPERIMENTAL GROUP WAS SIGNIFICANTLY HIGHER (AT THE .01 LEVEL) THAN THAT OF THE CONTROL GROUP. IN BOTH GROUPS, THE CORRELATION BETWEEN THE EXPERIMENTAL GROUP'S TEST AND THE GRADES EARNED IN THE COURSE EXCEEDED .80, WHILE THE CORRELATION OF GRADES AND CONVENTIONAL TEST SCORES WAS LESS THAN .58. THE AUTHOR RECOMMENDS THAT (1) IF ONE METHOD IS TO BE CHOSEN OVER THE OTHER, THE PROGRAMMED METHOD SHOULD BE GIVEN THE GREATER CONSIDERATION, (2) ALL ENGLISH TEACHERS IN THE INSTITUTION SHOULD CONSIDER USING THE TESTS PREPARED FOR USE WITH THE PROGRAMMED TEXT, (3) THE STUDY SHOULD BE REPLICATED WITH DESIGN PROVISIONS TO CONTROL MORE OF THE VARIABLES, AND (4) GRADES IN SUBSEQUENT ENGLISH CLASSES SHOULD BE USED AS AN ADDITIONAL EVALUATIVE MEASURE. (WO)