Student acquisition of reading and language arts skills was monitored ethnographically in a study of several schools in a largely black setting in Philadelphia, Pennsylvania. Fundamental to this extensive study was the development and maintenance of cooperative relationships with the urban schools being investigated. The ethnographic monitoring process itself involved three steps: (1) consultation with teachers to identify issues of concern; (2) observation of behavior relevant to these issues; and (3) the sharing of findings with teachers and school officials. The acquisition of reading and language skills was examined from several perspectives which included community involvement, parent teacher relations, instructional techniques, and administrative effect. It was intended that the results of these inquiries would be provided to school personnel and regarded as contributions in a mutual research effort. This reciprocal relationship between researchers and school personnel was evaluated and suggestions were made to improve the efficacy of their interaction. (APM)