This paper traces the rising interest in the use of modules as a means of improving instruction for teachers of reading, and examines the pressures for innovation and the results of research efforts. Acknowledging that the teacher is the key component in determining whether children learn to read successfully, training institutions are accepting the challenge to provide the most effective instructional opportunities possible. Conventional teaching patterns are being replaced with innovative learning models. The use of modules as a vehicle for reading teacher training is proving successful in college and university classrooms. (Author)