Effects of the introduction of programed readers on teacher behavior and attitudes and on student achievement were considered at the early primary school level. The Webster-McGraw-Hill series of programed readers was included in the curriculum of an experimental group of first through third grade classes while a comparable control group used a standard Scott Foresman series. Teachers recorded activities in nine categories during five typical days. The increased time spent with individual students and more definitive knowledge of their abilities was considered the most beneficial effect of programed readers. Time required for planning and conferences was decreased, but no significant increase in amount of "innovative enrichment" experiences was noted. All teachers in the experimental group expressed a strong preference for the programed readers. They were also concerned with the transfer value in other subjects of the required sequential and hierarchical teaching in reading. (SS)