The purposes of this study were: (1) to synthesize the input from available professional resources, to develop original instructional modules for use in inservice teacher education in three areas identified by the International Reading Association: interaction with parents and community, school and classroom organization for individualized diagnostic teaching, and initiating improvements in school programs; and (2) to determine whether the one instructional module in the area of school and classroom organization for individualized diagnostic teaching is effective in an inservice situation. A review of literature was conducted and the reading program of the Karns City Area Elementary Schools was assessed in order to identify areas in need for further development or change. Tentative instructional modules then were developed and were distributed to a group of field experts who had agreed to serve as an advisory panel. During this same period, an informal field study was conducted using the preliminary form of the module and involving 20 classroom teachers and administrators. The field test revealed that the modular approach to inservice education does produce professional growth and that the modular form is preferred to other forms. (Author/LL)