First graders (105 males and 152 females) from 16 "Central City" schools within the Catholic Archdiocese of Los Angeles were selected because they were diagnosed as poorly prepared for regular classroom activities. Following the administration of a six-category test battery, the children were placed within two groups: Group 1, containing 84 children, was exposed during the first half of the school year to one-half hour daily enrichment classes composed of learning games intended to improve the academic operations previously evaluated; Group 2, with 73 children, remained within their regular classroom environment during the first half of the year. Following a second testing using the six-category battery, the children in Group 2 were exposed to the daily program of Learning Game enrichment, while Group 1 remained in their classrooms. The Learning Games, in general, are activities which require an active response on the part of the child. The content of the enrichment program was unique to each school and flexible. Analysis of the data involved intra-group correlations of the test scores, inter-group comparisons of rates of change, and other similar procedures. (Author/JM)