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Forty\u2010nine children who performed at or below the 25th percentile on pseudoword reading and\/or sight word reading at the beginning of second grade participated in the study. The study had a cross\u2010over design exploring within\u2010and between\u2010group effects of two different conditions: systematized phonics and classroom instruction. Overall, systematized phonics proved more effective than classroom instruction. At pre\u2010intervention, no child performed above the 30th percentile in pseudoword reading or sight word reading. At post\u2010intervention, corresponding numbers were 69% for pseudoword reading and 35% for sight word reading. 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