The Reading Improvement Project in the Cleveland Public Schools, evaluated here, provides individualized instruction to pupils in grades 1-3 who are functioning at or below the 33rd percentile on the Stanford Diagnostic Comprehension subtest or the Metropolitan Readiness Test. The project supplements regular reading instruction by providing services to small groups of six or less for 45 minutes daily in the reading center of each school. The project also uses inservice programs for teachers, coordination with regular instruction or related reading programs and supportive work with parents. In the 1982-83 school year, the project attained all of its objectives. Project participants in all three grades showed mean gains of six to twenty Normal Curve Equivalent (NCE) units on reading subtests, exceeding the pre-post criterion gains for NCE units. End-of-year performance levels among a significant proportion of 1982-83 participants were high enough to make them ineligible for continuation in the project. In addition, classroom teachers confirmed improvements in the reading skills and behavior of participants. Finally, teachers gave favorable ratings to the project service information they received. (CMG)