Project Reach introduced into twelve elementary schools a series of reading strategies designed to provide intensive reading skills development for referred first through third grade pupils during the 1971-72 school year. Involving diagnosis of reading difficulty and prescriptive teaching, the program aimed at returning the child to his peer group immediately upon mastery of the skill or skills for which he had been referred. Specifically, the objectives were: (1) to customize reading instruction through the use of differentiated learning materials in the classroom, (2) to inform teachers about a variety of reading instruction approaches and provide training in the use of these approaches, (3) to continue development of a resource center which will distribute materials geared to reach individual reading needs, (4) to provide supportive staff in the project schools for consultative service to teachers and individualized services to pupils, and (5) to facilitate support from parents. The results indicate that from 48 to 92% of the pupils achieved marked or very marked improvement in various reading skill areas; 75% of the teachers who participated utilized flexible teaching styles; and two out of three pupils achieved successful reading performance within the classroom. (TO)