THE WASHINGTON COUNTY SCHOOL SYSTEM IN TENNILLE, GEORGIA, SET UP A PILOT READING CENTER IN CONJUNCTION WITH THE PROGRAM AT TENNILLE ELEMENTARY SCHOOL TO PROVIDE TREATMENT FOR ITS DISABLED READERS AND TO IMPROVE ITS DEVELOPMENTAL READING PROGRAM THROUGH INSERVICE EDUCATION. THIRTY-FOUR CHILDREN WITHOUT MOTIVATION WERE TAUGHT BY DEMONSTRATION TEACHERS WHO WORKED WITH GROUPS OF FROM ONE TO SIX CHILDREN FOR 30 TO 60 MINUTES ON 2 TO 5 DAYS A WEEK. THE TEACHING METHODS USED WERE DIAGNOSTIC, INDIVIDUALIZED, HIGHLY MOTIVATIVE, AND CREATIVE. TO CREATE IN THE CHILD THE DESIRE TO READ, MOTIVATIONAL TECHNIQUES VARIED WITH EACH CHILD. HOWEVER, THE MOST IMPORTANT SINGLE MOTIVATIONAL FACTOR WAS AN UNDERSTANDING TEACHER WHO ACCEPTED EACH CHILD FOR WHAT HE WAS, WHO RESPECTED HIS INDIVIDUALITY, HAD CONFIDENCE IN HIS CAPABILITIES, AND ASSURED HIM OF SOME KIND OF SUCCESS. THE CENTER ALSO CONDUCTED RESEARCH AND EXAMINED INSTRUCTIONAL MATERIALS. THROUGH AN OPERATIONAL GRANT, THE PILOT PROJECT WAS IMPROVED AND EXTENDED TO INCLUDE 12 SCHOOL SYSTEMS IN THE AREA. WORK ON READING DISABILITIES IN EARLY CHILDHOOD EDUCATION ALSO WAS UNDERTAKEN. THIS PAPER WAS PRESENTED AT THE INTERNATIONAL READING ASSOCIATION CONFERENCE (SEATTLE, MAY 4-6, 1967). (NS)