This final report describes a 3-year project which investigated the relationship between academic learning time (ALT) and achievement in reading and mathematics of mildly handicapped students within the context of different special education delivery systems. Subjects were 24 educably mentally retarded, learning disabled, and emotionally disturbed students, aged 7-13 years, in grades 1-5. During the first one and a half years, descriptive data were collected to determine the amount and kinds of ALT to provide. During the last one and a half years, interventions based on the results were carried out and evaluated. The relationship of increased direct instruction to increased academic engagement was reported as the most dramatic overall ALT finding. Section 1 of the document consists of the text of a teacher's manual summarizing the research findings and suggesting strategies for increasing ALT and student academic achievement. Sections 2, 3, and 4 present a review of the literature, a summary description of project activities and methodology, and results and discussion. In section 5, conclusions and limitations are discussed, and questions for further research are posed. Appendices include: (1) Academic Learning Time Observation System (ALTOS) coding forms; (2) ALTOS Observer Reference Manual; (3) ALTOS Reference Manual for Teacher Logs; (4) sample teacher printout and directions; and (5) source listing of BASIC programs. (JW)