The effects of the Wisconsin Prototypic System of Reading Skill Development, combined with teacher inservice training, on the performance and attitudes of primary pupils and their teachers were examined. Experimental and control subjects were students in grades 2 and 3. Teachers served as their own controls, having instructed the control a nd experimental students in subsequent years. The dependent variables were student achievement and attitudes and teacher classroom procedures and attitudes. Project-constructed instruments were a student attitude instrument, a classroom observational system, and a teacher attitude inventory. No significant differences were obtained on reading achievement scores. However, student attitudes toward recreational reading were significantly higher for the experimental group in one of the two participating schools. Teachers using the experimental program showed changes in classroom procedures during reading instructions significant at the .05 level. Teacher attitude inventory scores indicated significant improvement at the .01 level. Implications were that student variables may require more than a 1-year study to determine if they are significantly affected. A bibliography is included. (WB)