During the 1972-73 school year, the reading-language arts program of the Fort Gay-Thompson Schools was evaluated using data drawn from two major sources: intent--the planned-for conditions, behaviors, and effects; and observations--surroundings or events observed in a direct or personal way by the evaluator. Two categories of information were investigated within each source: antecedents--conditions existing prior to teaching and learning; and transactions--encounters of students with teachers or student with student, i.e., the succession of engagements which comprise the educational process. Specific antecedent conditions viewed as most critical to the program's effectiveness were student, teacher, and parent characteristics. Selected transactions were curricular content and context, instructional materials, physical plant, and school organization. Some of the evaluation findings were: primary grade students viewed reading primarily as form rather than function; elementary students considered reading as more important than did secondary students; teachers regarded using reading to learn something the student wanted to know as the most important objective; parents' expectations for their children were higher than the expectations of teachers or students. This report which is primarily descriptive in nature presents a detailed discussion of the evaluation findings, summarizes the findings, and presents recommendations based on the evaluators' judgments. Sixty-two tables of data are included. (NQ)