This evaluation of reading programs funded by the Elementary and Secondary Education Act, Title I, in Vermont provided an assessment of the success of the programs. It was prepared to assist classroom teachers in improving instructional programs. The Prescriptive Reading Inventory was developed as a criterion referenced test to aid instruction. It was administered in September and May to nearly 5000 students. The results provided teachers with individual student prescriptions for instruction. Workshops were then held throughout the state to instruct teachers in the use of scoring reports and to assist them in setting up and managing an individualized instructional program. The findings of the evaluation show that growth occurred at all grade levels. Title I students in the lower grades showed greater growth on the average, than students at the higher grades. Student growth did not seem to be higher for objectives rated as having heavy instructional emphasis by teachers than for those having light emphasis objectives. (Author/AM)