This study compared the effectiveness of Learning 100 (L-100) with that of a conventional reading program in the Bedford Stuyvesant section of Brooklyn. L-100 is a multimedia, multimodal, multilevel communication skills system designed for use with undereducated adults, out-of-school youth, and potential dropouts. There were 49 in the experimental group and 47 in the control group; both groups met for nine hours per week. All students were given the Metropolitan Achievement Test, Reading Intermediate level, after 10 hours of instruction, and after 100 and 200 hours. To the extent that the sample is representative of the population from which it was drawn and that the teacher questionnaires, interviews, and testing instruments were valid for this population, it appears that significant differences in achievement favoring the L-100 group were attained. The L-100 system can be successfully managed by teachers who have had little previous experience with educational technology; for students, high interest and motivation are maintained and positive changes in attitude toward learning are exhibited as a result of the interest level of the reading selections and the instrumentation inherent in the system. (PT)