An exploratory study was carried out in four Los Angeles Title I elementary schools to determine what accounted for the comparatively high reading scores made by these schools' students on the Comprehensive Tests of Basic Skills; determine whether the schools were engaged in demonstrably effective educational practices that other Title I and similar schools could employ; and determine what those practices were and how they functioned to make a difference in students' reading. Using the framework of ethnographic studies, staff members and students were observed and listened to in a variety of settings: classrooms, labs and offices, the playground and the hallways, faculty meetings, libraries, and lounges. In particular, 24 different classrooms were observed for a total of 10-12 school days. Analysis was aimed at identifying activities, environmental circumstances, beliefs and attitudes, materials, and organizational arrangements common to the four schools and functionally related to teaching/learning and/or test-taking in reading. Findings revealed seven conditions to be common to the four schools: (1) close attention to a continuum of reading skills, joined with a marked emphasis on reading for comprehension, (2) specialization of instruction in reading, (3) "strong" experienced teachers with high standards and expectations for student performance, (4) stability of the reading program and key staff members, (5) an emphasis on writing, (6) teacher participation in decision making, and (7) a high degree of both rapport and mutual respect among staff members. (HOD)