The Reading Strategy Project in Cleveland, Ohio, is designed to assist upper elementary school pupils who have deficits in basic reading skills as reflected in performance on city-wide reading tests. The project design is based on an "in-class model" in which the reading strategy teacher and the classroom teacher work as an instructional team utilizing a diagnostic-prescriptive approach. Alternative approaches are used in selected schools. In the 1982-83 school year, the project served 3978 public (grades 4-6) and 318 nonpublic (grades 1-8) pupils. Participants enhanced their reading comprehension scores on the California Test of Basic Skills significantly more than would have been expected under Chapter 1 treatment conditions, and observed gains exceeded the project's criterion. The project appeared to be more effective with pupils pretested at or below 41 Normal Curve Equivalent (NCE) units than with those pretested above that level. Furthermore, the size of the gains was influenced both by the model used and by the grade level. Finally, both project and classroom teachers were very supportive of the project, and teachers rated the project very highly in terms of improving pupils' basic reading skills and making teachers aware of pupils needs. (CMG)