S ummary . The reading achievement test performance of sixth‐grade pupils in contrasting reading programmes was examined. One programme (Matteson) is an explicitly sequenced, behaviourally oriented skills programme. The other (Scott Foresman) places more emphasis on rich language experience, and less on specific skill development. An aptitude‐treatment interaction was found. Higher ability pupils in the Scott Foresman programme out‐performed those in the Matteson programme, while lower ability pupils in the Matteson programme scored higher than those in Scott Foresman. Explanations and implications are discussed in terms of the differential degrees of benefit derived from explicit organisation of the learning environment by pupils with varying levels of academic competence.
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Freebody et al. (1985) studied this question.