The two reading programs discussed in this paper, "Reading Unlimited" (RU) published by Scott Foresman and "New Primary Grades Reading Systems" (RS) by the University of Pittsburgh Learning Research and Development Center, provide maximal contrasts in materials and teaching strategies. The instructional strategies in RU are analytic and inductive, while RS uses strategies that are mostly synthetic. While RU begins instruction with emphasis on syntactic/semantic information, RS starts with an emphasis on graphemic information and letter/sound correspondences. The two programs are compared in this paper in a systematic, simultaneous evaluation of how each program meets its stated objectives. The paper examines the scope, materials, extent of individualization, and the teaching, learning, and testing procedures found in each program. The rationale and procedures that were used in this comparison serve to illustrate how reading research, theory, and practice can be coordinated to improve reading instruction. Examples of materials from each program and discussion following presentation of the paper are appended. (RL)