An EPDA Experienced Teachers Fellowship Program designed for elementary and secondary reading teachers was conducted at Loyola University and had as its chief aim the training of teachers to improve the reading instruction of disadvantaged youths with learning problems caused by their communication backgrounds and inability to read. The program sought to provide the participant with (1) a substantial background in communications skills, (2) an understanding of the psychoeducational dynamics of the reading process, (3) an understanding of the communication problems of the disadvantaged, (4) a background of professional readings and experiences, and (5) the guidance and supervision necessary to enable participants to evaluate their professional growth. To accomplish these objectives, a sequential program provided background information, analysis of videotaped diagnostic procedures, and experiences in parish schools with diagnostic testing and individual remedial instruction. The program staff, which was interdepartmental and crossdiscipline, worked closely with the participants both on campus and in the schools. Participants were introduced to and used a variety of material and techniques. Evaluation of the program was jointly provided by faculty, participants, and school supervisors, and their consensus was that the program was an enlightening and enriching experience. (VJ)