The Chapter 1 Language Enrichment Communicative Skills Project served students in eleven Tucson Arizona elementary schools in the primary grades during the 1983-84 school year. The project provided supplementary instruction in oral language interaction and developmental reading and writing in small groups. Students were selected on the basis of greatest need in terms of academic and sociolinguistic competencies related to success in school. The evaluation results indicated that first grade students attained the objective of improvement in terms of relative status in relation to national norms on the California Achievement Test, Reading Subtest, but that second-grade participants did not. However, when grade two students were retested out-of-level at the end of grade two on the same reading test that they took at the end of grade one, the results showed that the students had achieved a statistically significant raw score gain. Students' writing samples indicated that their writing improved in both content and form. Appendices contain: (1) the Teacher Observation Measure of Communicative Competencies; (2) achievement test data; (3) the Sustained Gains Study of the First Cohort; and (4) the descriptive analysis of writing samples. (Author/DWH)