The major focus of this interim report on Boston's Chapter I Elementary Reading Program (1982-83) is a comparison of the traditional pull-out model with a pilot model in which the Chapter I teacher works in the student's regular classroom and uses the same basal reader as the classroom teacher. The pilot project was not well received, with 73 percent of pilot staff preferring separate Chapter I rooms next year and 95 percent of nonpilot staff preferring to retain their separate Chapter I rooms. The most frequently mentioned advantages of the pilot project were reinformcement of classroom reading instruction, uses of the same basal reader, and greater communication between teachers. The most frequent response for all groups except pilot teachers, however, was that there were no advantages. The disadvantage mentioned most frequently was that it was too distracting to run two instructional programs at one time in the same classroom. Other disadvantages were inadequate space ("turf"), struggles between teachers, limitations on the use of materials and audiovisual equipment, and the inability to sufficiently individualize Chapter I instruction. Suggestions for improvement included teacher workshops, increased planning time, and modification of the model to allow quiet space for some activities outside the classroom. (CMG)