A longitudinal study described the language and literacy abilities of urban at-risk children at several points over a 3-year period; provided the children with small-group literature-based reading/language arts instruction; and compared these children's progress in literacy achievement to other similar groups. Participants in the study were university students enrolled in two methods courses, their two university instructors, and all 300 students in one urban elementary school (K-8) located in a large southeastern city. Data were gathered using both empirical and naturalistic, informal/observational measures. Baseline data gathered during the first month of the study indicated that the children were in much need of rich literary experiences, and that their attitudes towards reading and writing leaned toward the positive. Observation of the children during the first four months of instruction indicated improvements in children's literacy performance. Data gathered during the remainder of the 3-year study will allow a variety of research questions to be answered. (Two tables of base-line data are included.) (RS)