Most teachers in developed societies use ready-made programs to teach initial reading. The present study compares the effects of 3 such programs, covering 70% of the market. Programs differed with respect to their student versus whole-class orientation and the availability of teaching materials. The program outcomes investigated were Word Reading, Reading Comprehension, and Spelling. In addition, bias against immigrants or gender was tested. The sample consisted of 425 students (mean age 78 months, SD = 4.5 months) from 46 different schools. Data were analyzed by means of the hierarchical linear model. Results showed that the programs did not differentially affect mean outcomes. Nor did they affect the variability between schools and between students or bias against specific groups. It is concluded that the choice between these 3 particular reading programs has only marginal consequences for learning outcomes. It is suggested that future research should be directed at effects of literacy programs on interindividual variability of pupils. (Contains 3 tables.)