The authors' purpose was to study the efficacy of patterning instruction in improving the reading and mathematics proficiency of first grade children. Patterning instruction was compared to equal time and effort spent on instruction on reading or mathematics or social studies, which are control conditions in this experiment. The question for educators was whether instruction on patterning would be produce greater overall gains than instruction on the other subject matter. The research was conducted in a public school system of an urban school district in Northern Virginia, which served many low income and immigrant families. (Contains 1 table.)