The project evaluated here, funded under Title I of the 1965 Elementary Secondary Education Act, operates in a framework which utilizes the services of a reading consultant in target schools. It serves children who have been identified by their classroom teachers and school principals as experiencing difficulty in mastering reading. It provides master teachers and educational aides who furnish individual and small group instruction on a daily basis. Program procedures also utilize certain key components which include: wide range of alternative instructional techniques, variety of reading materials, feedback to classroom teacher, and, parental involvement. Key findings indicate that the services of the program during 1972-73 produced a significant improvement in the reading performance of children who participated in the program. Children receiving consultant services in grades 1, 2, and 3 reflected higher scores on vocabulary and comprehension tests than their controls. Such differences were not statistically significant, however. Greatest impact was observed at grade 3 where experimental pupils achieved an advantage over control pupils in word and analysis, oral reading, use of comprehension skills, and acceptance of the reading task responsibility. (Author/JM)