This report evaluates a program designed to increase the reading ability of disadvantaged elementary school students in New York City. Three hundred twenty-five students, grades three through six, from three Harlem elementary schools were enrolled in the program on the basis of being at least a year below their expected reading levels. The educational method employed was based on the programmed instructional techniques developed by B.F. Skinner. The individualized programed instruction was monitored by reading specialists and educational assistants. The evaluation objective was to determine whether the students' reading grades would increase significantly from the pre-test to the post-test. The New York City Reading Achievement pre and post-test scores were assessed to evaluate reading improvement. The reading achievement results indicated that in all three schools the evaluation objective was achieved by the fifth grade. In two of the three schools, the fourth grade achieved the objective. The two sixth grades in the program failed to achieve the objectives. The only third grade in the program showed no positive results. (Author/JP)