AN INVESTIGATION WAS MADE TO DETERMINE WHETHER STUDENTS WHO RECEIVED SPECIFIC ASSISTANCE WITH READING SKILLS IN ARITHMETIC SHOWED SUPERIOR ACHIEVEMENT IN THEIR READING AND ARITHMETIC WHEN COMPARED WITH A SIMILAR GROUP WHO DID NOT RECEIVE SUCH ASSISTANCE. FIFTEEN SCHOOLS WERE SELECTED FROM APPROXIMATELY 70 MEMBER SCHOOL DISTRICTS OF THE PENNSYLVANIA SCHOOL STUDY COUNCIL. TWO FOURTH-, FIFTH-, AND SIXTH-GRADE CLASSES WERE SELECTED FROM EACH SCHOOL. ONE CLASS SERVED AS THE EXPERIMENTAL GROUP AND THE OTHER AS THE CONTROL. DATA FOR EACH OF THE EXPERIMENTAL AND CONTROL CLASSROOMS ARE INCLUDED. ALTERNATE FORMS OF THE CALIFORNIA READING TEST, THE CALIFORNIA ARITHMETIC TEST, AND THE RASP TEST DEVELOPED BY THE INVESTIGATORS WERE ADMINISTERED AS PRE- AND POST-TESTS IN 10 READING COMPETENCIES BELIEVED TO BE NECESSARY FOR SOLVING VERBAL ARITHMETIC PROBLEMS. CLASSROOM TEACHERS WERE GIVEN DIRECTIONS FOR THE INSTRUCTIONAL PERIODS. MEAN GAINS, CORRELATIONS, FACTOR ANALYSIS, AND EIGENVALUE WERE USED TO ANALYZE THE DATA. ON EACH ACHIEVEMENT TEST, THE MEAN GAIN IN SCORES FROM PRE- TO POST-TEST WAS GREATER FOR THE EXPERIMENTAL GROUPS. CORRELATIONS BETWEEN SUBTESTS WERE POSITIVE. THE SIZE OF THE CORRELATION INCREASED AT EACH GRADE LEVEL. A GENERAL FACTOR ACCOUNTED FOR 72 PERCENT OF THE VARIANCE. CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS ARE PRESENTED. A BIBLIOGRAPHY AND TABLES ARE INCLUDED. (BK)