Intervention activities in reading and language arts, designed and implemented by the Teacher Corps program at Holland Elementary School (Springfield, Ohio), are described and evaluated. Activities performed by teacher interns included introducing and distributing books; reading stories and poems; constructing learning centers; and planning and carrying out activities that involved reading contests, writing, songs, celebrations, and presentations which required creative input from students. Workshop sessions, focusing on reading motivation, were also presented for the school staff. To validate the impact of these staff development activities, four sets of data were assembled and analyzed: (1) feedback from staff regarding intern activities; (2) parent and student responses to a mail survey; (3) reading interest inventories administered to primary and intermediate elementary students in three elementary schools; and (4) feedback from workshop participants. It is concluded that the school intervention activities conducted at the elementary school had a positive impact on the students, the school staff and reading program, and on the interns. Results of the feedback from the Holland staff are discussed. Attachments include samples of survey instruments used in the program and tables of survey results. (JD)