Two Emergency School Aid Act (ESSA)-funded compensatory education reading programs served 1900 Minneapolis students in desegregated schools during 1974-75. Both programs generally met their objectives for comprehension gain among disabled readers. Students in the ESAA Intermediate Reading Program achieved a median rate of about 3 grade-score months of comprehension gain for every month enrolled in the program. Students in the Junior High Reading Program made slightly less than 2 months gain per month enrolled if such students entered the program with pretest grade scores of 3.9 or less. For Junior High Program students entering with grade scores of 4.0-6.0, the median monthly gain rate was about 3. Differences among schools in gain rates are discussed in this report. Reading gains were measured using Gates-MacGinitie Primary C or Survey D comprehension tests. Both programs emphasized the use of audiovisual teaching machines, and commercial and Minneapolis-Schools-produced lessons usable with these machines. The frequency of use of various materials is reported. An evaluation of these programs was conducted by the Minneapolis Schools' Research and Evaluation Department. In the event that programs like these are funded in the future, the evaluator recommends (a) changes in pre-post testing procedure, including alternate forms and diagnostic-type tests; (b) use of a control-group evaluation design; (c) careful consideration of information needs among staff and funding agencies before beginning evaluation; (d) greater efforts to recruit both Native Americans and teachers with reading certification for staff positions. (Author/RC)