In this study to determine the effectiveness of an inservice training program in reading, subjects included 321 seventh- through ninth-grade students and 26 teachers of English, math, science, and social studies in one school in Wakulla County, Florida. The inservice plan included a summer workshop in which teacher competencies and educational materials were developed, year-long training of one regular teacher from each of the four content areas to provide assistance to the respective department, and monthly inservice sessions and semester- or year-long implementation of instruction in reading in the content areas. Data revealed a significant difference in mean gain, after treatment, for seventh-grade students in comprehension and for eighth- and ninth-grade students in vocabulary. Comparison of pretest and posttest scores for eighth graders indicated a mean gain that was significant for vocabulary and composite performances. Although it may not be possible to measure the quality of such inservice training by means of a standardized reading test, this model was proven to be one to which secondary-level content teachers could relate and make a commitment. (Author/KS)