This report, included in "Effective Reading Programs...," describes a Title I sequential reading support program for educationally disadvantaged junior high school students and analyzes the vocabulary and reading comprehension test results of this program for the school year 1972-1973. After group and individual pretesting in reading and math, students were assigned to the following groups: those lacking word or letter recognition, those lacking reading comprehension, those reading at the fifth grade level who needed reading grade level improvement, and those reading within a year of grade level who required no special program. The reading teachers of the support team offered services within the classroom setting and on an individual basis every hour of the school day. In addition, staffing with the student, the classroom teacher, and other involved personnel was a key element in the individualized program. After eight months, the Gates-MacGinitie Vocabulary and Comprehension tests were administered to both Title I and non-Title I students, grades seven through nine. Generally, Title I students increased in grade level from five to eight months. The report includes six tables of test results and an analysis of each table. (MAI)