This University of California, Los Angeles, Fernald School project was designed to evaluate the impact of an intensive, individualized remedial program upon the learning skills of disadvantaged children. In addition to the focus on learning skills, aspiration levels and self-attitudes, a second objective was to compare learning problems of disadvantaged and middle-class students. The subjects were elementary and junior high students, who were placed in both summer school and full-year programs. The full-year program group at junior high level showed the most improvement. These initial findings indicated that disadvantaged children with learning problems were responsive to individualized instruction programs. Data also showed that misbehavior, poor attendance and unsustained effort are reflective of avoidance motivation rather than a lack of interest in and concern about academic achievement. (KG)