Evaluation of the Pyramid Reading Program, Title I, ESEA, of the Minneapolis Public Schools was carried out using sibling methodology. The reading readiness at entry of kindergarten students was compared with that of their older siblings at their time of first grade entry, and fourth grade reading achievements will also be compared. The first phase of data collection led to the identification of 343 first graders of 1970 whose older siblings had also been tested with the Metropolitan Readiness Test at first grade entry. The 1970 examinees were classified by sex and by exposure to program materials alone or to both materials and teachers. Two analyses were performed on the data. Results showed a significant difference in favor of target pupils over their older siblings. Neither sex nor program exposure was significant. (DB)