A study was conducted to determine if the use of reading games or activities would cause greater improvement in the reading achievement scores of third grade low-achieving students in an urban school than would traditional instructional methods. A control group of five children received traditional reading instruction, while an experimental group of seven students used 30 vocabulary, sequence, and main idea games designed to correlate with the "Magic Times" text in the Macmillan reading series. Pretesting and posttesting were done with the comprehension section of the Metropolitan Achievement Tests. Results indicated that the children in the experimental group scored higher on the test than did the control group students. The difference between the means of the two groups, however, was not statistically significant. (Appendixes contain a list of reading games, sample activity sheets for sequence and main idea, and testing materials.) (FL)