This set of transparency masters provides information on a study of 52 adolescents with behavior disorders. The study assessed the value of teaching basic reading skills to at-risk 8th- to 10th-graders who were reading below the 4th grade level. Students were divided into three groups based on IQ level. The adolescents attended a foundation course that focused on letter-sound correspondences and included collaborative oral reading of novels to promote application of word-analysis skills. The second course promoted students' fluency in recognizing words and their meaning via software, games, and collaborative oral reading. Results indicate: (1) students achieved significant, accelerated growth over time on basic reading, vocabulary, and fluency skills; (2) on the fluency measure, all three IQ groups started out at about the same level and ended up at about the same level; (3) on the basic reading measure, all three IQ groups started out low and made about the same amount of growth; and (4) on the vocabulary measure, the three IQ groups started out at different levels and finished at different levels, with the rate of growth being about the same. Charts are provided detailing the oral reading fluency, basic reading, and vocabulary results of the different IQ groups. (CR)