This report evaluates the corrective reading services for disadvantaged pupils in non-public schools who are deficient in reading, instituted by the New York City Board of Education under Title I, 1965 Elementary Secondary Education Act. The program is organized so that small groups of pupils meet with the Title I Reading Teachers to receive specialized instruction based on a diagnosis of reading disabilities. The major objectives of the program are: (1) to increase proficiency in reading; (2) to increase general achievement and stimulate motivation for school work by improving reading skills; (3) to note the effect of an experimental five-day a week reading program on reading achievement as compared to the regular two-day a week program; and, (4) to make the corrective reading work more effective by reinforcement of reading work in the regular classroom and by encouraging parents to participate in the pupils' reading program. Evaluation procedures included site visits to a stratified sample of 28 schools selected from the 158 participating schools; an analysis of reading test scores for a random sample of 400 elementary school pupils and 116 secondary school pupils; and, an analysis of responses by the professional staff, parents, and pupils to detailed questionnaires and rating scales designed to assess their perceptions and reactions to the program. (For a related document see ED 058 362, April 1972.) (Author/JM)