An instructional program for children retarded in reading but average or above in intelligence enrolled 57 seventh grade students. The program consisted of instruction in language arts and social studies which utilized audiovisual materials, class discussions, resource people, pictorial textbooks, oral quizzes, self-expression writing, and high interest/low difficulty books. Students spent half-days in the experimental program and the remaining time in integrated classes. According to factual information tests, the experimental group improved in the positive direction, but the change did not achieve statistical significance. An assessment definitely indicated positive attitudes toward the group by school personnel (p .01). A survey of parents did not reveal negative attitudes toward the program. The literature on characteristics of disabled readers is reviewed; a 38-item bibliography and copies of instruments developed to screen for intelligence and to measure school personnel and parent attitudes are provided. (MK)