Hartford, Connecticut's Intensive Reading Instructional Teams (IRIT) were designed to improve achievement levels of elementary pupils deficient in basic language and reading skills. In 1978-1979, 683 students in grades two through six received instruction in reading vocabulary and comprehension and in decoding. This report updates and expands an original evaluation of the program. Metropolitan Achievement Tests and California Achievement Tests data indicated that students made statistically significant gains in vocabulary and comprehension. Students read an average of 12.8 books during each program cycle (10 weeks) and 91 percent reported being able to write simple sentences. Results of the Botel Reading Inventory indicated that significant decoding gains were made by the pupils as a group. Data obtained from student, parent, and teacher evaluation forms were highly supportive to the program. Recommendations for future program implementation are included. Evaluation data are appended. (Author/MK)