The purpose of this study was to determine the nature of decisions made by trainees as they interact with mildly handicapped pupils during oral reading and to determine the effects of various training interventions on trainee decision-making behavior. Data obtained from simulated recall interviews at the beginning of the program indicated that trainees' explanations of their prompting behavior involved pupil variables three-to-one over explanations relating to instructional variables. Over the program life of two semesters, and with completion of a module on decision making and feedback, the trend was for instructional variables to replace pupil variables as a source for explaining prompting behaviors. A related study was conducted involving instruction in the use of prompts in response to pupils' oral reading miscues. No change in trainee decision-making behavior as measured by the reduction of relative response uncertainty was evidenced, although trainees became more proficient in the use of prompts as an instructional technique. (MB)