THE CONTRIBUTIONS OF THE "FIRST GRADE READING STUDIES" FUNDED BY THE UNITED STATES OFFICE OF EDUCATION ARE DISCUSSED. THE STUDIES CONTRIBUTED IN THE AREAS OF SUBJECTIVE BENEFITS, GENERALIZATIONS ABOUT SCHOOL AND CLASSROOM PROCEDURES, AND THE OBJECTIVE COLLECTION OF DATA. OF THE SUBJECTIVE BENEFITS, THE ESTABLISHMENT OF A PRECEDENT WAS MOST IMPORTANT. THE ESTABLISHMENT OF A COORDINATING CENTER WAS ANOTHER FIRST. THE EFFECT OF USING VARIOUS METHODS AND MATERIALS FOR THE MOTIVATION OF TEACHERS WAS BENEFICIAL. INVOLVEMENT IN THE COOPERATIVE RESEARCH ALSO ENHANCED TEACHER UNDERSTANDING OF APPRAISAL TECHNIQUES. THE FINDINGS WERE DIVIDED BETWEEN THOSE WHICH AFFIRMED CONCEPTS HELD AND THOSE WHICH SUPPORTED CONCEPTS NOT GENERALLY ENDORSED IN THE PROFESSION. THE FIRST-GRADE STUDIES SHIFTED THE EMPHASIS OF RESEARCH FROM ARTIFICIAL CONTROVERSIES TO MORE MEANINGFUL FACTORS. THIS PAPER WAS PRESENTED AT A JOINT MEETING OF THE INTERNATIONAL READING ASSOCIATION AND THE NATIONAL CONFERENCE ON RESEARCH IN ENGLISH (BOSTON, APRIL 25, 1968). (BK)