This is an evaluation report on a Title I non-public schools reading skills program that served students in grades 4-8 in New York City in 1979-1980. The program's goal was to provide individualized diagnostic prescriptive reading and writing skills instruction for severely disabled readers. Section one of the evaluation provides a description of the program. An outline of the methods of data analysis is found in the second section and pre and post test student reading scores are given. The third section presents a summary of survey data and teacher interviews that includes: (1) information about teacher respondents; (2) a pupil profile; (3) information on various teaching methods used; and (4) a report on the role of support services and parents. In section four observations regarding classroom, teacher and pupil characteristics are summarized. The fifth section presents a synopsis of interviews with the program coordinator that cover issues including program organization, instructional approaches, student progress and retention, and personnel considerations. The evaluation found that pupils in this program made substantial improvement in reading ability during the course of the year. (APM)