Five hundred twenty-six second through sixth graders were identified as needing supplementary reading instruction, their specific needs were diagnosed, and intensive prescriptive instruction was provided. A lab oriented learning center environment was prescribed which included a listening/viewing center, a decoding center, a game center, a library center, and writing centers. The program was evaluated qualitatively through observation using a rating scale. Quantitative evaluation was accomplished with a pre/posttest design using the Stanford Diagnostic Test. Examination of rating scale data indicates a profile of successful implementation. The vast majority of ratings were in the "very good" and "excellent" categories, with no program characteristics rated as "poor" or "very poor." Pre and posttest means indicate gains in mean grade equivalent achievement at all grade levels. At each grade level the actual posttest mean was higher than the predicted posttest mean. Evaluators found no weaknesses in the program. (MK)