This monograph discusses an investigation carried out in a school which has implemented an experimental reading program. Achievement, self-esteem, and social acceptance gains and their interrelations were investigated. Treatment groups (experimental and control) were the three independent variables providing a 2 x 2 x 2 factorial design. Data were analyzed by either grade level or level of achievement testing. Data imply that this approach is best applied above the first grade and outside of reading laboratories where achievement gains are the major foci. The opposite is true for self-concept and social acceptance. The program seems to enhance self-esteem and social acceptance in the first grade with major emphasis on social acceptance. In the following grades, these measures increase for particular groups, specifically, experimental females, control males, and experimental whites. (Author/CFM)