This dissertation investigates the effect of an individualized remedial reading and mathematics program (the Philadelphia Checkpoint Center Program) on the self concept of low achieving third-grade children. In the program, children received individualized, diagnostic and prescriptive instruction for 40 minutes daily in groups of 15 or fewer. In an effort to assess the effectiveness of Checkpoint on self concept, and experimental group of 184 third-grade pupils was identified and exposed to the program for 50 days. A control group was composed of children who were identified as low achievers but who did not participate in the program. The Reading Section of Form A of the California Achievement Test was administered prior to the 50-day period and Form B was administered at the end of the study interval to children in both the experimental and control groups. Three independent self concept scales were administered to both groups before and after the treatment period. Two of the self concept measures were self reports while the third, an inferred self concept assessment scale, was completed by classroom teachers. The teacher scale and one self-report form are included in appendices. Results indicated that positive changes in the self concept and in reading achievement of children exposed to the Checkpoint Program during the experimental period were significantly greater on all measures than changes experienced by the control group. (Author/BRT)