The purpose of this Title I project was to improve the reading achievement of educationally disadvantaged students. Improvement was also anticipated in the areas of self-reliance, personal worth, attitudes toward reading, and attendance. The subjects, 144 second, third, and fourth graders, were selected on the basis of their scores on a district-wide achievement test, their teacher's recommendation, and an I.Q. at or above 85. Fifty second and third graders were selected to serve as a control group. The Slosson Oral Reading Test (SORT) and Stanford Achievement Test (SAT) were administeres as pre- and post-test measures. The SORT was only administered to the experimental group. Reading Resource Centers were set up as separate but cooperating units with one teacher and one educational assistant in each unit. Children attended the center one hour each day in groups of ten or less. Educational Developmental Laboratories' materials, "Listen, Look, and Learn," were used as the core for the program. The results warranted the following conclusions: A majority of the students had a 9 month or more gain in word meaning skills, self-reliance improved for a large percentage of the students, the attitudes of the students toward reading improved, and student attendance improved. (WR)