A total of 298 children defined as corrective and remedial were in Listen Look Learn (LLL) classes during 1967-68. Available as controls were 104 children of a similar type, according to the cooperating school administrators; the latter were in classes which used basal materials. The largest group of children, and the group for which reasonably appropriate controls were available, were first- and second-grade children who took the reading subtests of the Stanford Achievement Test (SAT), Primary I, and the Cooperative Primary Tests, Listening. For this sample, treatment effect (LLL or basal group) was significant favoring LLL children for three of the four subtests of the SAT. Reading ability, defined as above or below the sample median, showed a significant difference on all four subtests and favored those children above the median level. There was a significant difference due to sex and favoring girls for three of the four subtests. Tables and graphs are included. (Author/BT)