The Primary Reading Program was initiated in 117 classrooms in 40 North Carolina schools, to improve the reading achievement of the primary school students. The same number of control classrooms were also selected for comparison. Features of the program included increased funding for instructional materials; use of volunteers and teacher aides for small group and individualized instruction; staff development; comprehensive testing and interpretation of results; and availability of reading consultants. Effects of the program were assessed using pretests and post tests of the Comprehensive Tests of Basic Skills and the Prescriptive Reading Inventory; results of the first year of testing indicated positive program effects. Evaluation continued through the second year, as program and comparison classes completing grades one and two were continued in corresponding program or comparison classes in grades two and three. Post testing in March of the second year revealed that the classes participating in the program scored significantly higher on both tests over the 15-month period than their counterparts in the comparison classes. Scores for first-grade students who were in the program for five months were not statistically different from those of comparison group students. (Author/GDC)