During the 1974-75 school year, reading laboratories were established in Dade County, Florida senior high schools as an approach to the remediation, development, or acceleration of the reading skills of senior high school pupils. This evaluation sought to determine the reading program's potential for improving the reading skills of senior high school pupils. Another goal was to relate differing program strategies to the achievement outcomes realized by pupils in various programs. Pre- and posttest reading achievement scores were compared with grade level, school location, and instructional approaches. Although the program is not generally producing gains sufficient to transform deficient skills into average or better skills, the laboratories have shown sufficient promise of affecting reading abilities--particularly comprehension--that their continued usage is recommended. The comparison of pre- and posttest scores of laboratory participants in the reading skill areas of comprehension, vocabulary, syllabication, sound discrimination, and blending were indicative of program impact. Significant gains were realized on various subtests at all grade levels. More statistically significant gains were realized in grades nine and ten than in grades eleven and twelve. (Author/MV)