The purpose of this study was to determine if a compensatory reading program based on the language experience approach could raise the reading level of underachieving disadvantaged students in the community junior colleges to a level commensurate with their ability and high enough for subsequent success in college level academic courses. Ninety-four entering freshmen needing compensatory reading instruction served as subjects. Forty-two of these were enrolled in the special services reading component, and 52 were enrolled in the experimental program. All subjects were administered the Nelson Denny Reading Test--form A--and the revised Beta Examination, and produced a projective drawing of a person. The potential reading level of each student was calculated from the IQ score of the Beta Examination. The drawings were evaluated on five criteria as a measure of self-concept. During the final week of instruction, the subjects produced a second drawing and were administered the Nelson Denny Reading Test, form B. The results indicated no significant differences between the groups for vocabulary and persistence. There were significant differences for paragraph comprehension and total reading, and for one of the five criteria. (Author/WR)