This study describes the assumptions and strategies of the Laboratory School's Linkage Model and evaluates the results of the utilization of the model by focusing on the dissemination of a developmental individualized reading program over a three-year period. The dissemination process resulted in a large number of schools implementing the program, and a high degree of participant satisfaction. The use of teams to provide for collective decision-making and peer-support appears to be crucial in the dissemination strategy for complex programs. (Author/VT)