A study was conducted to determine if progress made by primary grade students in the Cranford Public Schools (New Jersey) placed in a Chapter 1 (formerly Title I) remedial reading program was reflected in their classroom performance in terms of (1) report card grades in reading, (2) maintenance of skills within the classroom, (3) placement in supplemental reading programs, and (4) reading achievement test scores. Data were collected through a review of cumulative records and individual student folders for a four-year period. Results indicated that students who began remediation in grade one achieved greater long-term gains than did children who did not begin remediation until grades two or three. (FL)