Two sections of a reading methods course were selected to determine the effect of affective and cognitive treatment sessions upon the attitude and performance of preservice teachers. School children with reading problems were tutored by the preservice teachers, and the children's attitudes and reading abilities were tested. The pre- and post-test battery for the preservice teachers consisted of the Minnesota Teacher Attitude Inventory (MTAI), California F Scale, Nelson-Denny Reading Test, and a Reading Skills Test. The teachers were rated with a Supervisory Rating Sheet during tutoring. The students took the Stanford Diagnostic Reading Test and a Reading Attitude Index. Forty-six pairs of test scores were used in the statistical analyses. Some of the results indicated: (1) no significant differences on the time or treatment main effects or time X treatment interaction for MTAI, California F Scale, Reading Skills Test or the Stanford Diagnostic Reading Test; (2) a significant difference favoring Time 2 on the Nelson-Denny Reading Test; and (3) no significant differences for the affective and cognitive treatment groups on any test except for the Supervisory Rating Sheet, which favored the affective group. (Author/WR)