Children in the kindergarten and first grade classes at 14 London (Ontario) schools were selected to participate in a pilot project that compared procedures for the early identification and remediation of children likely to experience difficulty acquiring reading skills. Analysis of the results indicated that the six screening systems tested did not differ markedly in the accuracy with which they identified high risk students. In terms of cost and teacher time, the two best methods at the kindergarten level were the Ottawa School Behaviour Checklist and the Myklebust Pupil Rating Scale, while teacher nomination was the most accurate, least expensive, and least time consuming method at the first grade level. Due to the pilot-feasibility nature of the study, precise statements about the absolute or relative effects of the seven interventions tested could not be made on the basis of the data collected. Of the seven intervention programs, three had selective advantages, three received generally positive responses, and one appeared to lack feasibility. (RL)