A study evaluated the Chapter 1 Reading Program that served 5,914 underachieving pupils in grades 1 through 8 in the Columbus, Ohio, public schools. The program provided service to 84 public elementary schools, 26 public middle schools, and 11 nonpublic schools. These students appeared unlikely to learn to read successfully without additional reading instruction. Program teachers provided small group instruction 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 the treatment group of 4,400 pupils (90.5%) displayed over time each of 3 strategic processing behaviors (constructing meaning, monitoring reading, and integrating sources of information; (2) of the 4,289 treatment group pupils with available retention data, 3,903 (91%) were promoted; (3) 4,107 (93.7%) of a treatment group of 4,383 pupils read 5 or more books at level 8 or above; (4) for an evaluation sample of 3,427 pupils, the average normal curve equivalent (NCE) change across grades was 11.9 NCEs in Total Reading; and (5) 4,456 different parents or guardians were involved in the program. Findings suggest continuation of the program with consideration given to five areas of concern. (Contains 24 figures of data.) (RS)