A competency-based undergraduate reading methods course and a competency-based language arts methods course have been offered at Rhode Island College as part of the preservice training of prospective elementary teachers. In addition to these courses, the Right to Read staff has developed two student teaching centers. This two-year final report contains data reflecting progress of the staff of the Right to Read Project in implementation of these components and the continual process of evaluation and refinement. The report details the relationship between funding requirements and project progress including development of the reading process; approaches to the teaching of reading; diagnostic instruments and techniques; individualized instruction; teaching experiences with children; integration of reading into subject matter courses; and language development. Discussion of the relationship of evaluation criteria and project progress includes local agency involvement; performance objectives for prospective teachers with follow-ups; adoption or development of new instructional materials and methods; management system; and college commitment to the project. Samples of teaching materials for the project are also included. (JMF)