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A study examined the effect of whole language philosophy as compared to a more traditional reading program on children's reading comprehension scores. The study included a review of current research indicating the importance of teachers stating the topic prior to reading as well as the importance of students ' oral reading ability to assess reading proficiency. The study consisted of questionnaires and interviews of a sample of primary grade teachers. Subjects were eight female teachers of grades 1-4, from a private school. The questionnaire, consisting of 10 statements that the subjects rated on a scale from 1 to 5, posed questions on teachers' individual reading programs and their perceptions of student reading comprehension. Interviews explored the same area of inquiry. Questionnaires and interview results were examined for commonalities and themes. Results indicated the importance of precise reading i