An experimental tenth-grade class was organized to provide instruction under one teacher in mathematics, science, social studies, and literature for a group of 12 underachieving students. Instruction consisted of four 41-minute periods. During the remainder of the school day the pupils received regular instruction in elective courses and physical education. Instruction focused on how to read in each subject rather than on the course content of that subject. Continuity of learning in the different disciplines was provided by the instructor who combined work in the different subject areas into an interrelated meaningful whole. It was found that reading, math, and language growth as measured by a pretest versus post-test comparison averaged better than 7 months' growth for the 5-month semester. A followup survey showed that 11 of the original 12 students were still in school and doing reasonably well as seniors a year and a half after returning to regular classes. A favorable change in behavior and in self-confidence was also noted for these students. (CM)