Based on observations of all Title I reading teachers participating in the Program for Optional Assignment in District 20K, Brooklyn, New York, this report summarizes the program's policies, practices, and student achievement results. The program proposal called for assigning special reading teachers to work with second through ninth grade students, with 204 students in four schools ultimately served. The basic purpose of the program was to raise the reading achievement level of these Optional Assignment students by means of individualized and small group instruction. Requirements for student admission included economic disadvantage, residence in a Title I area, and a need for reading remediation. The principal feature of the program was a diagnostic/prescriptive approach to reading instruction based on individual needs. Teachers were well prepared and kept careful records on student progress. Space and equipment used by the program were adequate, though it is recommended that full size classrooms be found for the future, especially at the junior high school level. Measurement instruments utilized included the Stanford Early School Achievement Test (for second graders), the Stanford Reading Test, and a number of other diagnostic tests. Pre and post mean achievement data indicate highly positive gains at all grade levels. (Author/GC)