This manual provides guidelines for implementing the instructional program in reading prescribed for the Basic Skills Project of the Phoenix, Arizona, Union High School District. The project supplements instructional efforts for students whose basic skills in reading, English/writing, and mathematics are in greatest need of improvement. The instructional program uses an individual diagnostic/prescriptive approach, and the manual describes the process of diagnosing student strengths and weaknesses through the preparation of diagnostic profiles and student folders. The following components of instruction and their implications for Title I classes are discussed: educational goals and objectives, instructional materials, activities, instructional diagnosis, learning time, evaluation, and time spent on a task. Also discussed are the maintenance of student records, the use of instructional aides, the conduct of Parent Advisory Council meetings and other staff/inservice meetings, and monitoring procedures. The manual recommends the use of the High Intensity Learning System (H.I.L.S.) as a basis for developing student diagnostic profiles in reading. The H.I.L.S. identifies specific diagnostic areas for reading, which fall under the categories of word study, comprehension, and applied skills. The specific areas are listed in the manual. (Author/MJL)