THE RELATIVE EFFECTIVENESS OF INDUCTIVE AND DEDUCTIVE APPROACHES TO THE INSTRUCTION OF WORD ANALYSIS TASKS WAS STUDIED. A NUMBER OF PHONIC AND STRUCTURAL ANALYSIS GENERALIZATIONS, APPLIED TO THE PRONUNCIATION OF WORDS ABOVE THE PRIMARY LEVEL IN DIFFICULTY, WERE PRESENTED TO EIGHTH- AND NINTH-GRADERS OF AVERAGE MENTAL ABILITY BUT WHO WERE WEAK IN WORD ANALYSIS. RESULTS INDICATED THAT BOTH EXPERIMENTAL GROUPS, INDUCTIVE AND DEDUCTIVE, DIFFERED ON TOTAL MEAN SCORES FROM A CONTROL GROUP. THE EXPERIMENTAL GROUPS WERE SUPERIOR IN ORAL READING BUT NOT IN SILENT READING. (GD)