This paper describes a project for improving the reading and decoding skills of 23 high school students with reading learning disabilities. The targeted population consisted of high school students in a suburban community in the Midwest. The project used Auditory Discrimination in Depth, which is a multisensory program that develops auditory-perceptual skills basic to self-correction in speech, spelling, and reading. This program focuses on integrating sensory feedback from the eye, ear, and mouth to track the correspondence between the sound patterns of oral language and the alphabetical patterns of written language. The program was implemented for 18 weeks, 5 days a week, 55 minutes a day. Comparison of pre- and post-testing on the Kaufman Test of Educational Achievement (subtests reading decoding and reading comprehension) found an average growth in reading comprehension of 1.0 years in 18 weeks of instruction and in reading decoding, a growth of approximately 6.5 months. Improved attitudes toward reading were also observed. Individual sections of the report explain the problem and school context, analyze possible causes, review the literature, detail the action plan, and report on methods of assessment and project results. Appendices include a participation consent form, pretest and posttest reading scores, and an action research journal form. (Contains 28 references.) (DB)