A STUDY WAS CONDUCTED ON AN EDUCATIONAL TELEVISION SERIES FOR TEACHERS WHICH DEMONSTRATED PROCEDURES AND PRACTICES OF TEACHING READING. THE INTENT WAS TO BRING TO TEACHERS, WIDELY DISPERSED GEOGRAPHICALLY, SOME NEWER CONCEPTS OF READING INSTRUCTION. THE EFFECTIVENESS OF THE SERIES WAS EVALUATED BY MEANS OF OBSERVATIONS OF TEACHERS, REPORTS FROM TEACHERS, AND QUESTIONNAIRES. THE PROJECT ENLISTED 213 TEACHERS WHO WERE ASSIGNED TO 1 OF 4 EXPERIMENTAL GROUPS. EVALUATIVE MEASURES WERE EMPLOYED AND SCORES OBTAINED. PROGRAMS OF CLASSROOM PRACTICES ASSOCIATED WITH INDIVIDUALIZED READING INSTRUCTION WERE TELEVISED AND KINESCOPED. DATA WERE EXAMINED BY COMPARATIVE STATISTICAL TECHNIQUES. RESULTS INDICATED THAT THE PROGRAM SERIES HAD A HIGHLY SIGNIFICANT IMPACT ON READING INSTRUCTION WITHIN THE CLASSROOM. FURTHER RESEARCH WAS SUGGESTED TO DEVELOP MORE PRECISE INSTRUMENTS FOR EVALUATION. IT WAS ALSO SUGGESTED THAT MORE STUDY IS NEEDED TO DETERMINE PERMANENCE OF EFFECTS OF DEMONSTRATIONS. (RS)