A study compared reading instruction in two South Carolina public elementary schools, Sumner and Danville, that receive federal funding for remedial reading instruction under Chapter 1 of the Education Consolidation and Improvement Act. The two schools vary in many ways--Danville is a "traditional" school in a predominantly black urban environment, while Sumner enrolls students from a relatively well-to-do suburb and a rural poor trailer park community. Data for analysis were culled from diverse sources: questionnaires; interviews with school district Chapter 1 coordinators, principals, teachers, instructional aides, and students; and field notes on the instructional days of Chapter 1 students. Data revealed that Danville used the "pullout" model for remedial instruction, sending students to a reading lab to receive instruction from a teacher and an aide, while Sumner used "floating" aides who worked within the classrooms. Results also indicated that Sumner students received 110 minutes of reading instruction daily, of which 21 minutes was Chapter 1 service. Danville students received 145 minutes of daily reading instruction, and the average Chapter 1 class was 50 minutes long. At Sumner, instruction was mostly in the lecture/recitation format, but at Danville the format was more varied. Findings showed that both schools emphasized the basal reader series, with more time spent on lower order comprehension than on "higher order" thinking. (Tables of data are included, and references are attached.) (NKA)