This study investigated whether students using Project English experimental materials and procedures in seventh-grade language arts classes received quantitatively measurable advantages over those studying with more traditional teaching materials and techniques. From a group of 324 subjects attending two schools in Indianapolis, 83 were taught using experimental procedures. Thes e students were matched on a one-to-one basis with students in the control group by IQ and by Grade Equivalent in Reading (G.E.R.) scores. The subjects were then divided into 10 subgroups. Data for comparisons were obtained by administering STEP tests in reading and writing. No significant differences were found among students at one of the schools which was located in a lower socioeconomic area. However, results from the other school, which was in an upper-middle class area, indicated that the experimental curriculum contributed to (1) a significantly higher overall reading score, (2) higher attainment on reading scores among students with high IQ and G.E.R. scores, (3) greater improvement among girls on reading scores, and (4) greater improvement on writing scores for the total group, the upper half, and boys when students were matched by IQ. (Author/LH)