A basic skills program designed for first- to sixth-grade students who were underachieving in reading or arithmetic was evaluated. The program was designed to raise the students' levels of achievement and to improve their attitudes toward learning. A staff development program designed to introduce teachers to new methods of teaching basic skills, to encourage their use of them, and to provide them with a better understanding of how to teach these skills was also evaluated. Three experimental reading methods were used: the Imperial Productions Self-Directive Program, the Stern Structured Linguistics, and the Sullivan Programed Reading. Two nonexperimental methods were also used: traditional phonics and eclectic approaches. Presession and post-session questionnaires, the Botel Phonics Inventory, the Reading subtest of the Metropolitan Achievement Test, and other tests were administered. It was concluded that all post-test means were significantly higher than pretest means. None of the five reading methods was significantly better than the others. Teachers using experimental methods were resistant to change. The importance of teacher involvement in curriculum development and change was established. A list of references, an appendix, numerous tables, and a review of related research are included. (RT)