In 1972 a supportive reading program program to improve the reading achievement of educationally disadvantaged students in second, third, and fourth grades was developed and implemented. This report covers the efforts of the third year of the program (the first two years have been reported previously), which also anticipated improvement in self-concept, attitudes toward reading, and attendance. The report discusses the program goals and objectives; the selection of subjects and the identification of disadvantaged children; reading resource centers; the measurement and analysis of reading achievement, self-concept, reading attitude, attendance, and parental reaction; results (tests, records, inventory, and evaluation); and the conclusions and recommendations. Five appendixes contain test results, inventories, and evaluation instruments. Program results show that the Reading Resource Centers have been successful in improving oral reading, reading skills, self-concept, student attitude toward reading, and attendance. (JM)