Many classroom teachers are not teaching children to read at proper levels because they lack skill administering diagnostic tests and need practice interpreting children's reading behavior during testing. The text-lecture approach may be adequate for imparting information about diagnostic procedures, but it is not adequate for developing skill in the application of this information. Audio and video tapes, transparencies, and films can be used to simulate actual classroom behavior. Audio tapes develop skills of auditory perception and memory, while video tapes and films develop skills in the observation and interpretation of behavior. Simulation materials which require teacher response can substitute for children in the early part of a training program. Later the teachers assume responsibility for the analysis of reading behavior while working with children under the supervision of the college instructor. Such training facilitates the use of the new skills in the classroom. (Author/KJ)