This is a report on the evaluation of the Reading Strategy Project operated in 46 public and eight non-public schools during the 1974-75 regular school year. This project served 7,698 pupils. The design of the instructional format of the Reading Strategy Project was one which utilized a criterion-referenced diagnostic reading test, locally constructed, to identify degrees of accuracy within sub-skill areas of comprehension, vocabulary, auditory discrimination, syllabication, beginning and ending sounds, blending, and sound discrimination. Special teachers provided help to the classroom teachers. Evaluation was directed toward determination from test data and the subjective opinions of parents, teachers, principals, and project staff the extent to which the project had met its product objectives. Some of the findings drawn from the evaluation procedures were: (1) Based on a sample of 85 students, it was determined that 82 percent of fourth grade and 80 percent of fifth grade participants attained the objective criteria based upon 80 percent mastery of the Diagnostic Reading Probe posttest; (2) Fifty-three percent of the sample maintained and/or increased their stanine status from third to fourth grade; and (3) Increased positive attitudes toward reading were observed by teachers. (MKM)