The purpose of this study was to evaluate the effectiveness of a two semester junior college reading program designed to train teacher aides to assist professionals in reading programs. Null hypotheses were that a training program for paraprofessional reading aides would result in no significant mean score differences in acquired proficiencies associated with the teaching of reading, no significant mean score differences in reading ability of aides, no significant mean score differences in language ability of kindergarten and grade one students, and no significant mean score differences in language and reading ability of grade two students. It was concluded that differences between the performance of the control and experimental groups were significant. The four null hypotheses set forth in this study were rejected. (Author/RB)