An ongoing, interdisciplinary reading program for students in grades 7-10 in Perris Union High School District (California) is described. Initiated in 1979 as a result of low reading scores, the program divides all incoming seventh grade students into homogeneous groups. In the first 6 weeks of school these new groups meet once a day for 50 minutes to complete the Formula-Three Reading, Spelling, and Learning Program. Students learn word attack, problem-solving, and logical reasoning. Following this initial phase, groups rotate from teacher to teacher for 6-week blocks. No texts or packaged programs are used. Teachers adopt and create their own materials in order that students can apply the skills they acquired in phase 1. As students improve, they are promoted to higher level groups. Because all teachers participate in the program in rotating shifts, students benefit from a variety of teaching strategies, while teachers have the experience of working with all ability levels. Results of the program indicate that the initial class of seventh graders, whose reading level was an average of 2 years below norm, had raised their reading levels an average of 4 years during 3 years of the program. (LP)