Selected results from a study of compensatory reading programs sponsored by Title I and by other sources are presented and discussed. Various phases of the study included a questionnaire survey of a nationally representative sample of elementary schools, pre- and posttesting of students in grades two, four, and six of a subsample of the original group plus additional schools with unusual reading programs, an examination of summer programs in a subsample from the second phase, and visits by teams of observers to a selected group of schools that displayed a range of effectiveness. This summary is organized around a series of questions and draws on the results of each phase, as appropriate. General characteristics of compensatory programs are described, attributes and performance of compensatory and noncompensatory students are compared, reading-test gains are analyzed, unusually effective programs and summer programs are described, and results are compared with those from other studies. (AA)