In 15 Milwaukee, Wisconsin, reading centers disadvantaged children from grades 4 through 8 received remedial reading instruction and wide reading opportunities through small group instruction. Students remained in the program for varying periods, ranging from a few weeks to 7 months. A diagnostic approach was used to identify the specific needs of each pupil. Activities, materials, and equipment used to meet these needs are listed. Evaluation consisted of administering the California Reading Test (silent reading) and the Wide Range Achievement Test (oral reading). The educational and experiential backgrounds and the responsibilities of the personnel involved in the program are presented. Additional evaluation indexes, modifications and suggestions, and budgetary information are included. References are noted. (RT)