This two-volume report on the progress of the Instructional Program in Reading/Language Arts (IPR/LA) in the Montgomery County, Maryland schools presents a brief overview of the study design, methodology, findings, recommendations, background data, and statistical analysis tables. Volume I of the report begins with an Executive Summary of the three-year-old program, which was designed to integrate the teaching of skills in reading, listening, speaking, and writing. The first chapter describes the conception and implementation of the curriculum, noting that implementation is advancing slowly, and discussing some of the reasons for the delay. Chapter 2 deals with evaluation methods, which included classroom observation, questionnaires and interviews, student reading tests, and attitude surveys. Curriculum implementation is discussed again in chapter 3, and the unavailability of books is identified as an obstacle. Chapter 4 outlines the curriculum's effect on pupils, noting that higher levels of implementation lead to higher reading gains. Volume I of the report concludes with recommendations for accelerating implementation and two appendices that define types of discourse and chart implementation of specific curricular components. The first chapter of Volume II describes the evaluation measures that were used to determine the status of all schools studied and consists of three sections that provide a detailed accounting of the data collection procedures, tables showing how the implementation scores were derived from classroom observations, and a summary of the results of the pupil attitude survey. The second and third chapters summarize analyses of curriculum implementation differences and of the language arts curriculum's effects on pupils and contain sections on correlations between implementation, academic, and reading attitude scores; regression analyses of academic outcomes and reading attitudes outcomes; and an analysis of parent opinions of pupil reading attitudes and activities. (AEW)