The report presents the findings of a study of the effects of 2 years of using the Orton Gillingham tutorial program with 128 middle school (grades 5 through 8) language disabled students. Students were seen in 45 minute tutorial periods from three to five times a week with some students (the self contained group) receiving instruction in both language and math for a minimum of 2 hours daily, and some also receiving speech and language therapy. The major portion of the document consists of 15 tables presenting data in statistical form on the following areas: characteristics of the groups, comparison of progress between mean gain and mean expected gain of all students, progress by educational levels in oral reading, progress by educational levels in language and math (a comparison of special and regular education), progress of self contained students in oral reading, and progress of self contained students in language and math. Among conclusions are the following: students receiving the tutorial services achieved approximately three quarters the rate of all students in regular education suggesting the effectiveness of the Gillingham method, the Gillingham method was more successful in teaching spelling than silent or oral reading skills to students in the basic skill development class, clarification of the eligibility criteria for special needs language disabled students were required, and deficits of students entering grades 7 and 8 were greater because they were not diagnosed and served at an earlier age. (DB)