An experimental approach to remedial writing instruction was compared with other teaching methods in common use in New York City, in a study involving 71 teachers of remedial English and 2,066 of their pupils. The experimental program correlated reading and writing instruction in a highly structured design for the purpose of improving expository writing. Objectives of the program included the analysis and development of instruments to provide accurate student profiles, utilization of teaching materials that specifically correlated reading and writing, training of remedial teachers to cope better with students' reading and writing problems, evaluation of progress within and between experimental and control groups, and articulation between high schools and colleges in preparing open-admissions students for college English. Results relevant to each of the objectives are reported, including the finding that approximately 80% of the experimental group, but only 45% of the control group, improved in their written work by the end of their semester of participation in the program. (AA)