This paper reports on an intervention program adopted by 73 North York, Ontario, elementary schools and used with 595 first grade pupils identified as likely to experience limited school success. Criteria for pupil selection were teachers' ratings, performance on the reading and numbers subtests of the Metropolitan Achievement Test (MAT) and the North York Primary Self Concept Inventory. Implementation was carried out by teachers and volunteers, including parents, university students and grade 6 pupils. Before and after studies demonstrated a gain in MAT and self concept scores and a change in class distribution scores. Follow-up studies on intervention are briefly described. (MS)