This paper represents a first year evaluation of an innovative educational program instituted in 1976 in the Cornelius Elementary School, Charlotte, North Carolina. Designed as an attempt to meet children's developmental learning needs the project represents an attempt to put the developmental theories of Piaget, Bruner and other psychologists into practice. The project involved first familiarizing school personnel with the theory and principles to be applied, then designing a relevant curricular framework. The cognitive area, specifically reading development, was chosen as the focus of the first year program, and Guilford's Structure of the Intellect was selected as the theoretical perspective for the program. The Formula Phonics Reading Chain was chosen as the basic reading program because of its emphasis on reading as a problem solving process and because it encouraged small group, ungraded instruction. Staff and parent orientation and involvement were emphasized. First year results indicated significant gains in reading achievement for the Cornelius students at all socioeconomic and ability levels. Implications and suggestions for expansion and replication are discussed. (BD)