The goals and content of a practicum course in reading instruction are discussed. The opportunity to tutor a slightly disabled reader twice a week is provided. Subsequent class sessions are spent on the problems arising from the semiweekly tutoring sessions. Consultations with supervisors occur each day. Perceptive teaching, which leads the tutors to analyze their own behavior and feelings as they work with their students, is emphasized. Special attention is given to the meaning of the child's mistakes. Students' nonverbal behavior is carefully looked at, and common signs of tension and common avoidance techniques are noted and examined for underlying causes. Tutors vary their techniques according to their purposes and to the needs of the child. Questioning techniques requiring higher level thinking are learned and practiced. At least one tutoring session is recorded on video tape for self-analysis. Program evaluation revealed that teaching phonics to children was a specific problem area and that experience in such a practicum course facilitated perceptive teaching. (RT)