The literature of recent years reveals a surge in efforts to upgrade inservice programs. Basic to the more promising practices has been the recognition that staff development activities based on identified needs are much more likely to be effective than are prepackaged presentations aimed toward a general audience. The few studies analyzing the perceived needs of teachers have revealed that the greatest problems reading teachers face and want addressed are diagnosing and treating remedial reading difficulties and meeting the individual needs of students. The following guidelines have been gleaned from literature on preparing and conducting reading inservice programs: (1) conduct sessions during released time; (2) make teachers active participants when planning inservice programs; (3) use case studies and audiovisual aids during presentations; (4) stress diagnosis and correction of reading difficulties; (5) show how the presentations relate to meeting students' individual needs; (6) make the sessions activity-oriented; (7) make the instruction specific; (8) present effective models of what is being taught; (9) provide effective means of feedback; (10) instill within the participants a personal commitment to implement the new knowledge; and (11) allow for individuality and different personalities when working with teachers. (RL)