This report evaluates the 1982-83 Reading Impact Project in Cleveland, Ohio, which served 2,313 first grade pupils in 46 Chapter 1 public schools. The project utilized supervised educational aides and provided inservice education for them as well as workshops for parents. Project operations were successfully implemented, as indicated by the attainment of three objectives. Approximately 75 percent of the project participants achieved passing scores for 6 out of 10 assessment level subtests embedded in the district reading program. Eleven inservice workshops for aides were rated as effective by participants. Parents were involved through meetings and a monthly newsletter, and reported evident project effects on reading skills of children. In addition, over two-thirds of the students were expected to be promoted in September 1983, and a comparison between performance levels of blacks and whites on assessment level subtests showed only one statistically significant difference in favor of black pupils. (CMG)