The purpose of this study was to examine whether or not a reading laboratory, as defined by Educational Developmental Laboratories (EDL), is an effective means of teaching reading to Title I children, grades two through six, in the two Title I schools of an eastern Massachusetts community. Three hundred subjects participated in the study. There were two Title I and ten nonTitle I schools represented. All data were analyzed by means of an analysis of covariance. The results indicated that enough success had been achieved by the EDL Reading Laboratory groups in significant and non-significant comparisons for it to be considered as a viable Title I tool for teaching reading to children, grades two through six; motivated students did better than non-motivated students; children from non-broken homes did better than children from broken homes; promptness was a characteristic of reading laboratory children; and reading laboratory boys did better than any other group. (Author/TS)