To find an improved method of teaching remedial English classes, a study was made to determine whether: (1) emphasis on reading skills leads to improved writing, (2) reading can be improved in an English class, (3) reading skills can be taught by teachers with little or no training. Six sections of Remedial Freshman English were used. Three sections were the Control Group, in which the conventional method of teaching was used. Three sections constituted the Experimental Group, in which developmental reading was taught in addition to the conventional method. An expository essay written at the beginning and at the end of the semester and Tests of Academic Progress (TAP) in "Composition" and in "Reading" constituted the instruments for a pretest-posttest design. Results include: (1) In the Experimental Group, there were gains in all test score areas, but not statistically significant ones in reading skills; (2) There was significant loss in the reading scores of one Control section; (3) There was no statistically significant difference between the conventional method of teaching and the method in which developmental reading skills were taught as far as results in composition were concerned. It is concluded that emphasis on reading skills can lead to improved writing, and that there is no statistically significant difference between the conventional and the developmental methods in the teaching of composition skills. (Author/CK)