The differential effectiveness of four compensatory education programs for economically disadvantaged children was assessed. Ninety-two children were assigned to one of the following remedial approaches: a child focused school based, a child focused home based, a mother-child home based, a mother only home based. A no treatment control group was also included. Pre and post measures assessed the relative impact of these approaches on subjects' reading levels, maternal participation and maternal attitudes. Additionally, the predictive validity of three selection measures given to the undergraduate paraprofessionals who delivered the program was assessed. Results indicated that the home based programs were more successful in improving reading levels and maternal participation. No significant differences were found between groups on maternal attitude measures. Comparisons between treatment conditions and the control group revealed that the control group increased significantly more on an achievement test subscale. One paraprofessional selection measure, the Group Assessment of Interpersonal Traits, was predictive of outcome. The implications of the overall design for model refinement were discussed. (Author/BE)