The objectives of this project in Philadelphia were (1) to develop an effective remedial instructional program in an inner-city school and (2) to chart the progress of the subjects over a whole school year. Forty-eight pupils of verbal IQ's of 80 to 100 and reading levels of 3.0 grade level were divided into an experimental group and a control group of 24 pupils each. The experimental group had daily work in a reading classroom which had small group instruction with SRA Reading Laboratory materials, programed and regular reading workbooks, and staff-prepared Word Analysis Units. Testing of the students on the Metropolitan Achievement Tests (MAT), Primary II and an Informal Reading Inventory (IRI) was conducted after three 10-week periods. Significant improvement on the MAT was shown only after the third 10-week period and was not substantially different from gains made by the control group. The IRI showed the experimental group to be 1 year ahead of the control group. The problem of pupil persistency in work is examined and suggestions as to how similar projects could be improved are made. Tables and graphs are included. (AL)