A description of an ESEA/Title III reading improvement project serving 10 rural school systems in central Georgia is presented. Four stages of development are discussed: inquiry, invention, demonstration, and adaptation. Inquiry involved determining the extent of reading disability among children in grades 4 through 7. Consultants conducted workshops and provided guidance in the establishment of a comprehensive, flexible, and individualistic reading program. Diagnostic testing and remedial and corrective instruction were demonstrated. Five staff members from the project returned to the classroom, adapting the corrective program to the regular school program. Evaluation of the project has revealed significant changes in the beahvior of teachers and other school personnel. (RT)