The effectiveness of the impress method of reading instruction, in which the student and teacher read aloud simultaneously, was studied. The subjects were 24 fourth and fifth grade students from a New Jersey school, whose reading level was a year or more below grade placement (indicated by scores on a standardized achievement test) and who averaged 1.2 years below expectancy age grade placement. They were randomly assigned to one of three groups: impress, phonics, or control nontreatment. The impress and phonics groups received 15 minutes of instruction daily for six weeks. Pre- and post-testing was done on standardized tests for oral reading, speed, accuracy, vocabulary, and comprehension. There was no measurable achievement in reading ability in any of the groups, and the study therefore was not able to demonstrate the effectiveness of the impress method. It was concluded that limitations of the research were the tests used, the small number of subjects, and the type of subjects--previous research had shown the effectiveness of the impress method on more severely retarded readers. (Tables of data and references are included.) (Author/MF)