The practicum described in this study sought to motivate pupils to want to learn to read and to improve their reading skills. Three hundred eighty-two pupils from second through ninth grade who were identified as having reading deficiences were admitted on a referral basis. A standardized test was used to diagnose strengths and weaknesses in reading. Once diagnosed, each pupil participated in a thematic reading program that used a language experience approach. Implementation was monitored by 1 of 63 reading aides who were trained in a week-long intensive program. Pretests and posttests were used to analyze gains in reading achievement; questionnaires were used to assess attitudes toward reading and the attitudes of adults toward the reading program. Eighty-eight percent of the children showed improved attitude toward reading; 84% showed gains of .8 or more in vocabulary, and 84% showed gains of .8 or more in comprehension. Sixty percent of the parents indicated a favorable attitude toward the program. (Author/AA)