A reading improvement program for student teachers was designed to help them to (1) understand the reading process, (2) secure fundamental reading skills, (3) read critically and comprehend aesthetic aspects of certain types of reading materials, (4) integrate and apply problem solving skills, and (5) understand the importance of vocabulary to thinking and understanding. Comprehensive diagnostic and post-instructional evaluation procedures were employed for the 27 students whose grade equivalent scores ranged from 7.0 to 14, with a mean of 9.89. Each student worked in competition with himself and kept his own records. In addition to graded reading materials, textbooks, and workbooks, students used newspapers and magazines such as Harper's, Saturday Review, the New York Times, and the Houston Post to improve their ability to understand opinion shaping, fact and opinion inference, and propaganda. Book talk sessions were also held to share opinions and ideas about books of common interest. Vocabulary encountered in these readings formed a basis for studying context clues, syllabication, and other word attack skills. Aesthetic appreciation of reading materials was encouraged through closed-circuit televised sessions of play readings. At the end of the year the mean gain in total reading achievement was 2.5 grade levels. References are included. (VJ)