THE OBJECTIVES OF THE PROGRAM WERE TO PROVIDE OPPORTUNITIES FOR THIRD AND FOURTH GRADE STUDENTS WHO HAVE POTENTIAL IN TERMS OF MENTAL ABILITY AND BEHAVIORAL STABILITY, AND TO CLOSE THE GAP BETWEEN THEIR RETARDED READING AND LANGUAGE DEVELOPMENT AND REASONABLE GRADE EXPECTANCY. REMEDIAL READING TEACHERS WERE ASSIGNED TO TWO PROJECT SCHOOLS, EACH TAUGHT TWO CLASSES OF THIRD AND FOURTH GRADERS DAILY. PROGRAMS WERE CHARACTERIZED BY AN EMPHASIS ON A GREAT MANY FIRST-HAND EXPERIENCES FOR THE STUDENTS, EFFORTS WERE MADE TO ADD MEANING, PURPOSE AND MOTIVATION TO READING AND LANGUAGE INSTRUCTION ACTIVITIES. THE EVALUATION SOUGHT TO DETERMINE THE EFFECTS OF ATTENDANCE IN READING AND LANGUAGE DEVELOPMENT CLASSES ON THE ACHIEVEMENT OF THESE STUDENTS AS MEASURED BY STANDARDIZED TESTS. DETAILED INTERVIEWS WITH PARENTS CONCERNING THE FAMILY BACKGROUNDS AND PRESENT HOME SITUATIONS WERE USED TO DETERMINE IF THERE WERE ANY CHARACTERISTICS, DISTURBANCES, OR PROBLEMS WHICH MIGHT BE RELATED TO READING PROBLEMS. EVIDENCE WAS PRESENTED INDICATING THAT PROGRAMS WERE INSTRUMENTAL IN HELPING THIRD AND FOURTH GRADE STUDENTS TO BRING ACHIEVEMENT LEVELS MUCH CLOSER TO GRADE EXPECTANCY. TWO-YEAR LONGITUDINAL INFORMATION SUGGESTS THAT THE EFFECTS WERE NOT TEMPORARY, SOME BENEFITS MIGHT NOT MANIFEST THEMSELVES AT THE END OF A 7 MONTH INTERVAL. THE SECOND YEAR OF THE PROGRAM SEEMED TO HAVE BEEN MORE EFFECTIVE SINCE GAINS WERE GREATER. TEST RESULTS AND TEACHER REACTIONS INDICATED THAT SOME BENEFITS MAY RESULT FROM THE RELIEF OF REGULAR CLASSROOM LOAD. NO HOME OR FAMILY RELATED PROBLEM TENDENCIES WERE DISCOVERED IN FACT-SHEET DATA COLLECTED ON THESE STUDENTS.