To determine whether the inductive or deductive teaching method is better able to help college freshman remedial English students make progress in formal grammar and mechanics, in vocabulary and reading comprehension, and in composition, two classes of 23 students were formed into a test sample. One class was instructed for a semester by a deductive method and the other by an inductive method, and the two classes' mean-gain scores on three standardized tests (e.g., "Diagnostic Reading Test (Survey Section)" and the "English Expression Test") were compared using a "t"-test. A group made up of 86 students also taking remedial English furnished the control. It was concluded that (1) remedial English students taught by the inductive method achieved significantly more in the area of vocabulary and reading comprehension than did the others, (2) deductive and inductive methods are equally effective in instructing remedial English students in composition skills, in grammar, and in mechanics, and (3) neither method by itself is superior for use in all language arts instruction areas. (Author/DD)