The multimedia self-instructional systems approach to reading instruction utilized at Wascana Institute in Canada has helped a growing number of adult learners succeed in their career training courses. The self-paced program involves sequential instruction in perception and conception, focusing on the minimum essential skills assessed by the Wichita Reading Inventory. Through the use of a controlled reading pacer (which prints lines quickly and then removes them from the reader's field of vision), print material, and fluency training films, the student learns to read without subvocalizing (pronouncing words mentally) or regressing (re-reading sentences and phrases). To create an environment that will ensure student success, all instructional materials are organized sequentially in reference to the basal (conscious learning), prescriptive (subconscious learning), and syntactical (learned skills manipulation) steps necessary for adequate skills development. Potential students are given a battery of reading tests to determine their particular skills deficiencies. Once the student's reading skills are determined, an individualized program with set performance goals, utilizing specific print and media material is prescribed. Students spend a minimum of three hours daily in the reading lab and their reading speeds and comprehension test scores are charted after each session. Pre- and post-test comparisons, after each year of the program, as well as student evaluations are used to measure program success. A lab management model, lab time allocation sheet, and pre- and post-test program result graphs are appended. (PAA)