A reading program was established to provide remedial reading therapy for disadvantaged students and inservice training in diagnostic and remedial techniques for their regular classroom teachers. Reading achievement gains exhibited as a result of the program were measured according to pre- and posttest scores on standardized reading achievement tests. Improvement in students' school-related attitudes and classroom learning, and the value of the inservice workshop program were measured by questionnaires administered to workshop participants. It was found that program participants in grades three through six gained in reading comprehension achievement at a normal rate, which was significantly greater than would be expected for normal-achieving students and over twice as great as would be expected without the intervention of reading therapy. Of 144 randomly selected pupil participants, 50 percent showed improved attitudes towards school and 56 percent improved the quality of their schoolwork. Most of the 596 teachers who attended the inservice workshop reported that the training was valuable and practical. It was suggested, however, that there be closer communication between program personnel and teacher participants and more feedback of diagnostic information to students' regular classroom teachers. (LB)