This report evaluated a cooperative teaching program designed to provide supplementary diagnostic and prescriptive reading instructional services to New York City elementary school students who were more than one grade level behind in reading. Three hundred students in grades three through six received reading instruction in reading laboratories. Specific skill needs were identified and an individualized program of reading instruction was devised for each student. Students were tested on a pre and post basis, paraprofessionals were rated for performance, and teachers were interviewed. This report concluded that post test reading scores of students increased significantly over the anticipated post test scores. Paraprofessionals perceived their program experiences as contributing toward improved performance. Interview data reflected positive reactions to the programs on the part of classroom teachers, paraprofessionals, and students. The reading and language rating scale used in the program is included in the appendix. (JP)