A determination of the optimal time needed for treatment of various types of third-grade remedial readers in the Broward County, Florida Reading Center Remedial Program was sought. As students were admitted into the program, they were given a pretest and randomly assigned to one of four groups. Each group received either 2, 3, 4, or 5 months of treatment before they were post-tested. Two forms of the Gates-MacGinitie Reading Tests, Primary B served as the pretest and post-test. A behavior rating inventory was also completed upon the student's entrance into the program and again at the time of post-testing. The following conclusions were reached: (1) Pupils' progress in the Center depended on how long they were there. (2) The greatest growth in reading skills appeared to take place during the fourth month of remedial reading instruction. Growth increased each month, but seemed to be leveling off by the fifth month. (3) Race, sex, and pretest scores did not influence the benefits pupils received from being in the Center for different lengths of time, and (4) There were no indications of any changes in behavior which might have been caused by improved reading skills during the short treatment periods. Limitations of and recommendations for the program are discussed, and tables and appendixes are included. (Author/AW)