This report is an evaluation of a New York City school district educational project funded under Title l of the Elementary and Secondary Education Act of 1965. The program was designed to supplement an ongoing early childhood readiness program and to provide individualized instruction in reading and math to a select group of learning disabled children between the ages of 5 and 7. In total, 154 children participated in the program. The instruction, under the supervision of a teacher- coordinator, involved 7 specially selected teachers, trained in learning disabilities and special education, utilizing a combination of teacher-created and commercial learning materials at 16 designated sites which included hospital work areas and clinics as well as special classrooms within schools. Using the "Psychoeducational Evaluation of the Pre-School Child" (Jedrysek, Klapper, Pope and Wortis), as an evaluation instrument, the evaluation attempted to determine whether improvement of the children in various developmental areas would show a statistically significant difference between pre and post test scores. These areas included physical functioning and sensory status; perceptual functioning; competence in learning for short term retention; language competence; and cognitive functioning. The test results were statistically significant indicating the success of the program. (Author/BS)