A study evaluated the Early Literacy program that served 2,280 underachieving pupils in grades 1 and 2 in the Columbus, Ohio, public schools. These students appeared unlikely to learn to read successfully without additional reading instruction. The program featured small group instruction for these pupils each day for 40-45 minutes on reading and writing activities. A major part of the evaluation effort was accomplished through the administration of the Metropolitan Achievement Tests. Results indicated that: (1) of a treatment group of 1,547 pupils, 1,117 (72.2%) displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information); (2) of the 1,506 treatment group pupils with available retention data, 1,366 (90.7%) were promoted; (3) 810 (67.8%) grade 1 pupils read 5 or more books at level 8 or above and 201 (81%) grade 2 pupils independently read at least 10 books; (4) normal curve equivalent (NCE) gains in Total Reading for grade 2 pupils was 3.22 NCEs, with discontinued pupils having an average gain of 8.34 NCEs and not discontinued pupils having an average gain of 1.25 NCEs; and (5) 1,956 different parents or guardians were involved in the program, and 3,804 contacts were made by these individuals. Findings suggest continuation of the program with consideration given to 5 areas of concern. (Contains 8 tables of data. Appendixes present the Concepts about Print scoring sheet, a matrix of data, teacher census form, a calendar worksheet/parent involvement log, evidence.) (RS)