This paper discusses the Study of Teaching Basic Reading Skills in Secondary Schools, a project that devised an inservice training model for secondary school teachers who needed skills in reading instruction. In Phase I of the study, 46 secondary reading classrooms were observed to examine the relationship between teaching practice and student gains in reading. The results of this phase provided specific guidelines for effective instructional strategies to use with secondary remedial reading students. Needs were found in the areas of interactive instruction, supportive behavior, off-task activities, and organization and grouping. In Phase II, the findings were translated into a series of workshops for 47 teachers in the districts where Phase I was conducted. One neighboring district was also included. Half of the teachers, the treatment group, were trained; the other half, the control group, received no training until the end of the experiment. Twenty-two of the 24 treatment teachers changed behavior in recommended ways, and their students made more reading gains than did students of teachers in the control group. Appended to the paper are tabular data supporting the findings and a description of the seven workshops in Phase II. (Author/FG)