Providing supplemental services to educationally deprived students, the program consisted of coordination for more effective learning and communication skills components composed of a kindergarten program, a reading program for grades 1-4, and a support services program; and a "Happy Talk" component designed to help parents of preschool children (ages 2-4) work with their children to improve their language acquisition. Of the 16 elementary schools providing special reading instruction, 12 provided instruction through reading laboratories, and 4 through a classroom-based program. Program objectives were to improve knowledge of basic concepts and vocabulary, reading comprehension, self-concept, and attitudes toward school; increase attendance rates; improve home support; and increase parent time with children and support of learning objectives. Evaluation instruments included the California Achievement Test, Boehm Test of Basic Concepts, Piers-Harris Self-Concept Scale, School Sentiment Index, teacher and parent questionnaires, district attendance report, and Peabody Picture Vocabulary Test. Among the evaluation findings were that: the major cognitive objectives were achieved in both elementary components for kindergarten, second, third, and fourth grade students, but not for first graders; self concepts of kindergarten students improved slightly, those of third graders did not change significantly from last year; attitudes toward school showed no significant improvement during the year. (NQ)