A practicum implemented an 8-week reading program designed to correct a long vowel skill deficit (CVVC and CVCe) in 11 third grade students of an inner city, predominantly Hispanic elementary school. The main strategy was inductive instruction wherein the skill is introduced so that students discover what they need to learn, thereby increasing internalization of the material. In addition, the approach provided opportunities for skill application, follow-up, and reinforcement. After implementation, the results from an informal, teacher-made test indicated some improvement which could increase the target populations's ability to apply previously learned skills to new reading situations. Results suggest that the approach could be successful if utilized within a longer timeframe. (Fourteen appendixes including sample homework, independent activity pages, assessment forms, and an implementation plan are attached.) (PRA)