The Elementary Language Arts Assistance Program (ELAAP) in the Edmonton Public Schools (Ontario), was established to provide small group tutorial instruction to children who were essentially normal, but who had identified learning handicaps. General questionnaires were sent to principals, resource room teachers, and classroom teachers; resource room reading specialists provided observation reports; and the Bureau of Child Study team conducted interviews. Information about a sample of the children was obtained through questionnaires completed by resource room teachers, classroom teachers, and parents; standardized tests, administered when the children entered and left the program; and scores on the Piers-Harris Children's Self Concept Scale. Results are reported in ten areas: selection of students, program description, staffing, integration of the program into the schools, inservice teacher education, development of reading and language arts skills, attitude and behavior change, parents' ratings of change, number of children able to return to regular classrooms, and general impressions of ELAAP. The respondents generally felt positively about the resource room program. Principals, classroom teachers, and parents recommended continuation of the program. (Author/BW)