The purpose of this project was to strengthen and extend reading services by increasing elementary school reading centers in the culturally disadvantaged areas of Milwaukee. A basic tenet of the program was the belief that continuous growth in reading ability is necessary for good academic progress. Besides furnishing plentiful reading materials, the centers offered remedial services to slow readers and attempted to develop in them confidence in their ability to read and enjoy books. Fifteen schools, located in highly populated, culturally disadvantaged areas and 1,005 slow reading pupils participated. Two distinct research designs were used in the evaluation. The first consisted of a test-retest approach to note changes in reading skills and pupil attitudes. The second, based on a random sampling of children from all the city's reading centers, measured long term gains. The results indicated reading achievement gains among the experimental subjects which exceeded those of the test norm group. Student attitudes toward school changed very little. A positive change was found in the specific area of reading, and the data suggest that the centers were of real value to retarded readers. (WL)