Following a discussion of the characteristics of an ideal reading program, this paper presents a comparative analysis of two reading programs--one a teacher-created tradebook program and one a commercially prepared basal reader program--and measures them against the ideal. The paper analyzes the programs in terms of the following characteristics: (1) the availability of materials of sufficient variety, style, difficulty, and quality; (2) purpose; (3) continuity; (4) instruction; (5) student practice in reading; (6) evaluation procedures; (7) remediation techniques and materials; and (8) motivation techniques. The paper concludes that both programs were complete and responsible, and that the commercial program, while being strong in continuity and evaluation, was weak in purpose, instruction, and the depth and quality of materials, reading practice, remediation, and motivation. The teacher-created program is revealed in the paper to be strong in the areas of purpose, instruction, practice, remediation, and motivation, but weak in continuity and evaluation. (FL)