Reported were first and second year data on the Models for Educating the Learning Disabled (MELD) Project, as well as a followup study of students who had participated in the MELD Project. First year data was based on a sample of 108 children in first through fourth grades, while second year data reported a sample of 97 children in first through fourth grades. A sample of 48 children (second through fifth grades) who had received services the previous year were followed up and retested with measures of achievement and classroom behavior. Remediation was carried on according to either a deficit model which emphasized the remediation of specific weaknesses through one-to-one instruction by resource teacher, or an eclectic model which stressed teacher consultation and attempted to capitalize on strengths as well as remediate weaknesses. Data indicated that the average child who participated in the program was below grade level when referred and was functioning at grade level when intervention was terminated. Classroom teachers who referred students to the program rated their children as significantly improved in both academic skills and personal/social behavior. Interviews with referring classroom teachers offered considerable evidence of teacher acceptance and support for the program. However, followup data suggested that children who received services the previous year failed to progress academically at the same rate over the first half of the next year without additional services. (GW)