Evaluated was a project designed to provide a supplementary individualized reading remediation program for 1,221 educable mentally retarded students (12-16 years old) from 41 intermediate or junior high schools in New York City. The project goal was to diagnose the reading disabilities of the students, raise their level of reading proficiency, and ameliorate their reading disabilities. Teaching methods included one-to-one and small group instruction, and the use of multisensory instructional materials and equipment. Using pre- and post-test evaluation, it was determined that student participants in the program succeeded in raising their levels significantly beyond the level anticipated had they not participated. It was also found that diagnostic procedures were universally applied and utilized. And fianlly, it was found that delays in funding shortened the treatment period, and that difficulties in hiring prevented much contribution by psychological support personnel to the success of the program. The aspects of the program which were observed to account for the highly positive results were the individually tailored remediative efforts made possible by small group and one-to-one instruction, and the skill with which teachers executed both diagnostic and remediative tasks. (Author/SBH)