The Distar and Open Court reading programs illustrate contrasting definitions and emphases of reading instruction that are part of a larger concern--how children are expected to use their literacy skills. Both programs teach phonics, but they define phonics in different ways. Each relies on teacher-directed group instruction, but Open Court was designed for middle class children while Distar was designed for the disadvantaged; this distinction seems to be based on very different assumptions about the way their target children learn and the kinds of things that they need to know. On considering these differences and relating them to reading research, it may be concluded that the contention is not that one group is expected to be illiterate but that the groups of children may be literate in different ways. (Discussion following presentation of the paper is included.) (RL)