The Reading Strategy Project is designed for intermediate grade students who need assistance in the mastery of basic reading skills. The available data demonstrated that the Title I treatment group enhanced their average reading comprehension scores significantly. The gain exceeded the project objective of four normal curve equivalent points. The advisability of having distinct, alternate criteria for program admission; the large number of pupil scores which were unavailable or excluded from these analyses; and the effects of these factors on generalizing data-based conclusions to the program as a whole is subject to question. Recommendations were made by the Cleveland (Ohio) Public Schools Department of Research, Development, and Evaluation to include the use of one consistent measure or operational definition as a criterion for program qualification and exclusion of students who pre-tested as "above average" on standardized reading comprehension tests. A comparison group for the attitude survey to distinguish unique program effect from normal fall to spring attitude changes would be desirable. The study recommended a re-examination of policies resulting in unanticipated outcomes consequent to emphasis on reading comprehension. Continuing reassessment of the relative effectiveness of the Multi-Modality component when compared to the regular Reading Strategy program was suggested. (DWH)