The effects of a model resource program on the reading skills of handicapped children were assessed in comparisons between handicapped students who participated in the model program and similar students who participated in the resource center program before the model was implemented. Reading skills were assessed at the beginning and end of the experimental and control years; student and teacher questionnaires were administered during the experimental year. Results indicated that students who participated during the experimental year made significantly greater gains in reading achievement. During the experimental year, reading gains were not related to the presence or absence of an inservice program for teachers. Students from classrooms where the teacher had a high level of commitment to the resource center program made greater gains than did students from classrooms where the teacher's commitment was less. There were few relationships between students' attitudes toward the program, students' achievement, and reading gain scores. (Author/AA)