A study was conducted to assess the effectiveness of programed materials developed for 8th graders, when used with academically gifted 4th and 5th graders. Also evaluated were the teacher's contribution to the effectiveness of the program, and the relationship between creativity and programed instruction. Eighteen 4th graders (mean IQ 135.6, as measured by the WISC) and 24 5th graders (mean IQ 134.5) were mixed in two experimental classes, each using a program building vocabulary skills. Supplementary instruction augmenting the program was provided by one teacher. Torrance's Tests of Creativity, previously administered, were used to form High and Low Creativity Groups. Pre and posttests for the first and second halves of the program were administered, as well as a questionnaire concerning attitude toward programed instruction. Results showed significant similar gains in knowledge for both 4th and 5th graders, regardless of their amount of previous knowledge; however, they did not achieve the level of mastery attained by 8th graders, for whom the program was designed. Statistical tables and sample frames are included. (KW)