A study described the 1989-90 Chapter 1 Corrective Reading program, and evaluated the effectiveness of its implementation. The program provided supplementary reading and writing instruction to eligible students from 177 New York City nonpublic schools. Three modes of instruction (face-to-face, computer-assisted, or both) were provided to 9,698 1st- through 12th-grade students at a total of 180 leased neutral sites, public schools, mobile instructional units, and nondenominational schools. Data included information derived from program documents, data retrieval forms, observations of parent training workshops, interviews with program staff, and analyses of informal and standardized reading tests. A parent involvement program was initiated to assist parents in becoming involved in their children's education. Staff development consisted of nine formal conferences and regular outreach to teachers. Results of pre- and posttests indicated that: (1) students in nearly all grades, on most subtests, and in all three modes of instruction, met the program criterion for success, a statistically significant normal-curve-equivalent (NCE) gain; (2) students who received face-to-face instruction achieved higher NCE gains on all three subtests of the California Achievement Test (CAT) than those who received computer-assisted instruction; and (3) due to the small number of face-to-face and computer-assisted instruction students in grades 11 and 12 who took the Language Mechanics subtest of the CAT, it was not possible to conduct tests for statistical significance. (Fourteen tables of data are included; a brief description of Chapter 1 nonpublic school reimbursable programs for 1989-90 is attached.) (RS)