This report is an evaluation of a New York City School District educational project funded under Title I of the Elementary and Secondary Education Act of 1965. The program was designed to serve 1,640 children attending special day schools, psychiatric hospitals, and day and residential treatment centers for the socially maladjusted and emotionally disturbed in kindergarten through twelfth grade. The purpose of the program was to improve achievement in reading and to provide meaningful socialization activities for these children during the summer months. The major objective of the program was to help pupils achieve mastery of instructional objectives in reading. The CROFT (Reading) criterion referenced tests were used as assessment measures. The program was staffed by 178 teachers and 46 paraprofessionals under the supervision of 21 teachers-in-charge. Two assistant coordinators and a project coordinator supervised the entire program. The participants were selected from twelve special day schools for socially maladjusted or emotionally disturbed children, nine psychiatric hospitals, 16 day and/or residential treatment centers for emotionally handicapped children, and 30 day and/or residential treatment centers for addicted children. These 67 sites, located in all of the five boroughs of New York City and four sites in upstate New York, were clustered into 21 school organizations for the purpose of supervision of the instructional program. An analysis of the data indicated that 70 percent of the participants mastered at least one instructional objective and that they did benefit substantially from the program. (Author/BS)