The purpose of this study was to determine whether significant mean differences exist in standardized reading scores between a district that utilized a single basal series to develop reading ability and a district utilizing a tri-basal approach to reading. A cross-section of elementary teachers from two similar suburban school districts that adopted either a single basal program or a tri-basal program responded to questionnaires that sought information on the various approaches used in the classroom for the instruction of reading. Performance was measured by the Reading Comprehension scores on the Iowa standardized tests for five elementary school buildings in each of the school districts. Results indicated no statistically significant difference between the reading comprehension achievement among the randomly selected elementary students who receive reading instruction through the use of one basal reading program, versus students who receive instruction through a tri-basal reading program. (Two tables of data are included and the questionnaire is attached. Contains 68 references.) (RS) (Author/RS)