The outcomes of an inservice program to effect a positive change in attitude of teachers toward the specific reading problems of individual children are described. It was hypothesized that an awareness of isolated information would help develop the professional sophistication commensurate with the expected quality of teaching which was to be accomplished by developing reliable screening procedures and diagnostic techniques and by establishing corrective procedures to meet the individual symptoms of reading disability. Stated behaviorally, objectives reading teachers would demonstrate included (1) favorable attitudes toward diagnostic teaching, (2) skills for screening symptoms of reading disabilities, and (3) selection of appropriate diagnostic procedures to correct identified symptoms of reading disability. Training consisted of 27 hours of released time which was reinforced by the Reading Team upon referral of students by the classroom teachers. The parents and community were also involved through participation in conferences. Though results of the program did not indicate that it attained its objectives as measured by the formal testing, there was little doubt that there had been an upgrading of the district reading program. Appended are sample case studies, a cognitive test for the educator's knowledge of reading, an objectives checklist, and references. (HOD)