This study was designed to compare the main effects of two methods of teaching remedial English--programed and traditional live-instruction methods--and also to determine whether these instructional methods had the same effects at all levels. Four instructors each taught one control and one experimental class for a semester. The experimental group (73 students) studied the fundamentals of English grammar and usage outside the classroom by means of a programed text, with class time devoted to discussing assigned readings and writing paragraphs. The control group (87 students) received in-class instruction in the fundamentals of English grammar and usage from mimeographed copies of materials designed by the experimenter, also discussing assigned readings, and writing paragraphs. At the end of the semester, the English usage portion of the ACT, Form 10A, was administered to both experimental and control groups. While no statistical differences were found in the main effects of the two methods, the instructional methods were found to have different effects at different levels. (Author/DD)