The 1984-85 cost-effects study represents the third annual analysis of the components of Cleveland's Affirmative Reading Skills Plan, which offers three instructional strands--developmental (regular reading/language arts), support (additional enrichment, corrective or remedial), and compensatory (instruction for students having reading scores in the lower third)--to students in grades 2 through 12. Findings of the study reflect the effectiveness of the three strands, based on comparisons between black students and others, all five racial categories, adversely affected and nonadversely affected students, upper and middle third populations, and males and females at all grade levels. Some of the 10 major findings are that black students continue to show less gain at several grade levels, that students at every elementary level not receiving the compensatory component fall behind their peers, and that secondary compensatory program effects are consistently positive. Four of the thirteen recommendations include the need to (1) determine whether a more cost-effective approach with equal racial impact can be found for grades two and three; (2) review the goals and implementation of the Diagnostic Reading Clinic, which showed no positive effects, at grades four and five; (3) review successful programs that have strong positive results with black students; and (4) explore ways to improve the English program at the secondary level. (Extensive appendixes include tables of data on which the findings were based.) (LLZ)