A READING PROGRAM DESIGNED FOR DISADVANTAGED CHILDREN AND CONDUCTED BY THE LIGHTHOUSE, A SETTLEMENT HOUSE IN NORTH PHILADELPHIA, AS PART OF ITS DAY CAMP PROGRAM WAS DESCRIBED AND ASSESSED. THE READING PROGRAM WAS DEVELOPED (1) TO BOOST THE OPPORTUNITIES IN READING READINESS FOR CHILDREN ABOUT TO ENTER FIRST GRADE, (2) TO ENRICH LANGUAGE EXPERIENCES, AND (3) TO GIVE REMEDIAL HELP TO CHILDREN WITH READING DEFICIENCIES. THE CAMPERS MET 4 DAYS A WEEK FOR 6 WEEKS. A DAILY SCHEDULE INCLUDED READING ACTIVITIES WHICH COULD BECOME PART OF EACH ACTIVITY. LANGUAGE DEVELOPMENT WAS DIRECTED BY 10 PROFESSIONAL COUNSELORS. CONSISTENT GAINS WERE FOUND IN THE AREA OF GENERAL ORAL LANGUAGE DEVELOPMENT AND READING READINESS. NO MARKED CHANGES WERE FOUND IN WORD RECOGNITION OR HEARING COMPREHENSION. THE PROGRAM WAS ESPECIALLY HELPFUL TO LANGUAGE DEVELOPMENT WITH YOUNGER GROUPS. OTHER FINDINGS ARE DISCUSSED. REFERENCES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN "THE READING TEACHER," VOLUME 19, NUMBER 252, JANUARY 1966. (MD)