An ongoing investigation of the process of reading diagnosis and remediation based on a theory of clinical problem solving called the "inquiry theory" has been undertaken by the Clinical Studies Group at the Institute for Research on Teaching. A review of several observational, computer simulation, and training studies conducted as part of the investigation reveals the following implications of the inquiry theory and the three kinds of study for teacher education: clinical problem-solving behavior seems to be determined by the clinician's memory, strategy, and the interaction between the two; clinical problem-solving behavior can be simulated by computer; case simulation is a useful, effective, and low-cost technique for training reading specialists and classroom teachers in diagnostic skills; and educators can be trained to make more precise diagnostic judgments given proper training involving simulated cases with feedback. This work demonstrates that significant improvements may be made in both consistency and specificity of diagnoses made by reading specialists and by classroom teachers. (FL)