The Reading Component of the Minneapolis Schools' 1973-74 Emergency School Aid Act (ESAA) Project was designed to improve reading comprehension among the poorest-reading students in eight desegregating public junior highs and the poorest-reading junior-high-age students in six nonpublic schools. The Reading Component not only met, but surpassed, its objectives for comprehension gain among disabled readers. Objective I stated, in part, that students with pretest comprehension grade-scores of 0-3.9 would show a median of 1.5 months comprehension gain for every month in the ESAA program; in fact, these students achieved a median gain rate of 2.4. Objective II stated, in part, that students entering the Component with pretest scores of 4.0-6.0 would have a median rate of 2.5 months gain per program month; the actual median rate for Objective II students was 3.1. Also, within each separate school, the ESAA students usually surpassed Objective I and II. In every public school approximately 60 percent of the Objective I students exceeded the expected median gain-rate of 1.5. Factors possibly accounting for differences among schools in gain rates were discussed. (Author/DEP)