A study was undertaken to solve, through staff development, the problem of the selection and use of appropriate reading materials by content area teachers and to determine the amount and type of cooperation that could be expected between content area teachers and reading personnel. The field-based, action-research study compared two approaches to inservice programing: an inservice workshop and independent materials, and the same workshop and materials plus individualized follow-up assistance. Both attitude and behavior change were measured. Results showed that, while the attitudes of all teachers involved in the study improved, there was little behavior change in either group. Those who received individualized assistance, however, did perceive themselves as more competent and were more eager for continued cooperation with reading personnel than did the control group. (Author/DF)