THE NEW YORK CITY SCHOOL SYSTEM'S EFFORTS IN PROGRAMED INSTRUCTION ARE DISCUSSED. IN THE SENIOR HIGH SCHOOLS, EXPERIMENTS ARE BEING CONDUCTED WITH DOUBLEDAY'S "TUTOR TEXTS" ON COMPUTER MATHEMATICS, THE TEMAC MATERIALS, AND THE UNITED STATES INDUSTRIES'"AUTO TUTORS." IN THE JUNIOR HIGH SCHOOLS, SPECIALISTS ARE DEVELOPING PROGRAMS IN READING AND MATHEMATICS FOR SLOW LEARNERS. IN 1963, THREE COMMERCIALLY PREPARED PROGRAMS IN SCIENCE, READING, MATHEMATICS, AND SOCIAL STUDIES WERE USED IN SEVEN PUBLIC ELEMENTARY SCHOOLS. DATA OBTAINED ON PUPIL ACHIEVEMENT AND ATTITUDES REVEALED THAT THE PUPILS LEARNED THROUGH THE PROGRAMS AND THAT THEY LIKED THE TECHNIQUE. HOWEVER, THE USE OF THE PROGRAMS ALONE WAS NOT AS EFFECTIVE AS PUPIL-TEACHER INTERACTION. THEREFORE, AN AUDIO APPROACH TO PROGRAMING IS BEING EXPLORED. IN 1964, A PROJECT TO DEVELOP PROGRAMED READING MATERIALS FOR SLOW LEARNERS WAS INITIATED. CORRECTIVE READING TEACHERS IDENTIFIED OBJECTIVES AND SKILLS IN BEHAVIORAL TERMS, SET STANDARDS OF ACHIEVEMENT, AND PREPARED PROGRAMED READING MATERIALS. INTERVIEWS WITH PUPILS REVEALED ATTITUDES, THE MENTAL PROCESSES USED, AND THE BEHAVIOR MANIFESTED. WHILE PROGRAMED READING PROVIDES FOR INDEPENDENT READING, ITS ADVANTAGES CANNOT BE EXTENDED TO PRELITERATES UNTIL PROVISIONS ARE MADE FOR THEM. THIS PAPER WAS PRESENTED AT THE CONVENTION OF THE NATIONAL SOCIETY FOR PROGRAMED INSTRUCTION (PHILADELPHIA, MAY 7, 1965). (NS)