A course in diagnostic and prescriptive reading instruction was delivered by satellite to a group of educators, and cognitive, affective, and classroom practice changes were observed. Participants were kindergarten through third grade teachers in the Appalachian region. The course consisted of 12 half-hour color videotaped lessons, 12 pretaped audio review segments, laboratory activities, unit tests, related reading materials, and three 45-minute, live, televised seminar programs. Pre- and posttests were developed for each of the 12 units of the course. The participants demonstrated gains in performance on tests keyed to course objectives, and their attitudes toward concepts and principles presented in the course changed slightly in a positive direction. Statistical tables show the results of pre- and posttesting. A questionnaire, a teaching practice inventory, and the course outline are appended. (Author/DS)