This handbook was designed to assist reading/language arts support personnel in developing a sequential, developmental program suited to each child's needs. The first of the book's five major sections outlines the procedures for establishing a successful program and discusses such factors as how to create the working environment, schedule time, choose materials, and make a master calendar and timeline. The second section defines the roles of the reading consultant, principal, classroom teacher, content area teacher, and instructional aide. The next section describes the utilization of diagnostic techniques in reading, offers examples of reading skills measures, and explains how to measure readability. The fourth section describes the behavioral goals of the prescriptive reading skills center and explains how to establish one. It also offers instructions for planning inservice programs. The final section offers criteria and a checklist for evaluating the reading program, presents a guide to standardized reading tests, discusses the misuse of reading diagnosis tests, and offers illustrations of various reading skills instruments. Five appendixes contain materials and forms for use in a reading program. (FL)