The Federally funded programs discussed in this report were designed to help students with significant problems in either reading or mathematics achievement in the regular classrooms of District 22 in Brooklyn, New York. Both the math and reading programs operated on a "pullout" basis, utilizng a diagnostic teaching approach. The two programs differed primarily in terms of scope and evaluation design. The remedial reading project covered a total of twelve elementary, intermediate and junior high schools and served 1,253 children, while the diagnostic math program served only 432 children in seven schools. In the area of evaluation design, the reading program, which lasted one year, focused on pre and post mean group test scores, while the five month long math program focused on specific objectives for each child. The statistical evidence of success is positive for both projects. This success can be attributed to the combined "pull out," in-class, and resource teacher/consultant approach, to the monthly staff training sessions, and to the skills of teaching and administrative personnel. Both programs should be extended, though slight modifications of goals and objectives and student monitoring procedures, as well as a strengthening of the mathematics program, would make them even more effective. (Author/GC)