The report presents evaluation data on a program to provide remedial reading instruction to eligible handicapped students in public and nonpublic schools. Students received individualized, diagnostic prescriptive instruction from a program remediation team consisting of a reading teacher and paraprofessional assistant, as well as from their classroom teacher. During the 1982-83 school year, the program served a total of 16,265 students, of whom 226 were in nonpublic schools. Nearly three-fifths were served in classes for learning disabled students and one-fifth in classes for emotionally handicapped pupils. Analyses of qualitative data (from program observations and staff interviews) and quantitative data (from criterion- and norm-referenced tests) indicated that the program was fully implemented and effectively promoted reading skill mastery and general improvement in reading comprehension. Among additional findings were that mastery rates were highest for elementary students in the regions and for high school students in citywide services, and that mean gain in normal curve equivalents for program students was higher than that for a non-program comparison group. Recommendations are made regarding teacher training, teacher cooperaton, and parent education. (CL)