Much of the extensive diagnosis, testing, and data collection that now occur in reading clinics is time consuming and unnecessary. Private and university-based reading clinics, however, need to provide worthwhile activities that support students' literacy learning while they consider the important relationship of instruction and evaluation. After attempting congruence with the schools, the clinic teacher should apply "kidwatching" strategies as he or she builds and activates students' prior knowledge, develops their metacognitive awareness, and guides them to become independent readers. These and other considerations should be observed and applied by graduate students who have successfully completed appropriate courses and a required practicum. Thus, the clinic activities would benefit not only the children but also prospective teachers who will provide future generations of learners with cohesive instruction and evaluation. (Two figures are included; 27 references are attached.) (RS)