Designed to improve reading skills of nonacademic high school juniors and to encourage positive attitudes toward racial and ethnic differences, an English and social studies core program was developed. Two groups of students, one of disabled readers and one of better but unmotivated readers, received one period of instruction in English and one in social studies four days each week while a reading specialist worked intensively with small groups of disabled readers. Teachers met for planning on the fifth day. Multilevel texts were used to gear material difficulty to student needs. Posttesting indicated that 60 percent of the students made significant gains in reading ability with significantly greater gains made by better readers. Student questionnaire responses indicated improved attitudes toward reading and individual differences. Teachers noted general reading improvement and lessening of racial and ethnic tensions. (Author/TO)