From 1976 through 1979, Shelby County, Tennessee, schools participated in a Right to Read Special Emphasis project. An experimental and a control school were used, in which more than 50% of the pupils read one or more grades below level. The project included the use of reading specialists, a structured reading system (DISTAR), a summer reading program, parental involvement, teacher in-service, free book distribution, and other techniques. The subsequent internal evaluation of the project data took four approaches: (1) compilation and analysis of aggregated data on a year-by-year basis; (2) a regression model using historical data from 1972 to 1976 and data collected over the project duration; (3) a pretest/posttest, experimental/control model for analyzing data by analysis of covariance techniques; (4) analysis of pre- and postteaching behaviors of the five teachers who were teaching reading to the same grade levels in 1977 and in 1979. The evaluation showed that the number and percentage of youngsters reading below grade level decreased, the project school average IQ increased, teacher behavior became more positive, and the use of specialists working with teachers--in their own rooms with their own pupils--seems superior to the traditional pull-out compensatory effort. (HTH)