This document presents a description and evaluation of the Skills Remediation in Reading for Optional Assignment Program (TOPS) conducted for 4,569 students in 27 high schools in New York City. The participants were Title I optional assignment students in grades 9 through 12, whose reading ability was a minimum of two years below grade level based on the Metropolitan Reading Tests. Students were selected by the guidance counselor in the participating high school. This program operated in 56 reading skills centers or labs. The 4,569 students were assigned to a daily period of reading instruction in addition to their regular English classes. The thrust of the program was that of individualized instruction using diagnostic prescriptive techniques in the reading skills lab. The evaluation consisted of a comparison between real post test and predicted post test scores as measured by the Metropolitan Achievement Tests in reading. Data were obtained from 81% of the students. Findings indicated that the students in this program progressed beyond their previous record of achievement in reading skills development. (Author/AM)