The purpose of this Elementary Secondary Education Act Title I program was to provide supplementary remedial instruction in reading and arithmetic to handicapped pupils. One hundred forty-eight emotionally handicapped-neurologically impaired, and 138 severely learning disabled Title I eligible handicapped children were selected for participation. Since the children were attending non-graded classes, ages ranged from six to 14 years. Eighty-four percent of the students were boys. All of the participating children were performing poorly in school. Supplementary remedial instruction was provided individually and/or in small groups two or more times a week by a Title I teacher assigned to the school. The program model was diagnostic-prescriptive. The evaluation found that improvement in ability to read, as measured by the difference between predicted post-test scores and actual post-test scores, was four and one-half months; in arithmetic, the gain was seven months. An explanation for these outstanding gains was the diagnostic-prescriptive approach which was used to provide each child with the kind of remediation best suited to his needs. (Author/JM)