A three-part study examining the efficacy of a reading recovery program for learning disabled first grade students is described in this paper. An introduction outlines the Ohio Reading Recovery project and explains the purpose of the study. Part 1 describes the first phase of the study, in which 110 poor readers, including 35 learning disabled first grade students, were placed in the program's daily half hour reading sessions. Results indicated that of the 35 disabled students, 33 completed the program, and 27 needed no further reading instruction. The second part of the paper describes the comparison of the oral-text reading records for seven months of six learning disabled children who had been discontinued from the program and six children who were not learning disabled. A procedure section notes that the childrens' oral reading behavior was coded for meaning, structure, and/or visual cue errors and self-corrections, while the results section states that learning disabled children relied too heavily on visual cues. A final section looks at a learning disabled child who accelerated rapidly through the program after he was taught to use a multiple cuing system rather than attending to visual cues alone. The summary comments on the need for further study of reading programs for learning disabled students in comparison with this project. (Five tables and eight references are included.) (JC)