A description is given of a program designed to provide preservice and inservice educators with training in the development of language arts processes, planning for instruction in order to meet a specific child's diagnosed needs, and evaluation of the instructional plan. Children participating in the program were diagnosed as needing instruction on the levels of secondary remedial, tutorial, enrichment, early childhood, or gifted. Emphasis in this high intensity program was on the development of a meaning-oriented concept of reading. Pre- and post-test results suggested that as students' comprehension and accuracy scores increased, their reading rate tended to decrease. Implications of this teaching method for teacher education are considered. (JD)