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This study investigated the ffects of three fereet word-decoding instructional procedu a single-letter (SL) approach, a letter-combination (LC) approach, and a procedure in which children receive several weeks ' instruction in the SL method and then switch to the LC approach. Grade 1 pupils were assigned at random to the three treatment groups, and each group received a total of 28 days of instruction with its particular method. There were no significant differences between the three groups in achievement on the 32-item posttest measuring the ability to read words encountered during instruction and the ability to sound out and read new words, but each treatment group scored significantly higher on the posttest than did a control group, receiving regular first-grade reading instruction. (Author) ********************************************************4************** * Documents acquired\by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *'via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions* * supplied by EDRS are the best that can be made from the original..1