A 2-year study designed to develop ways to improve both the quantity and the quality of the comprehension instruction offered by elementary school teachers involved 9 teachers in the first year and 11 teachers in the second. In each year of the study, the same research procedures were followed, with researchers observing the teachers, then working with teachers on ways to incorporate more comprehension instruction in their classes. The researchers used a modified version of the N. Boyan and W. Copeland supervision model that gives guidelines for bringing about teacher change using clinical supervision techniques. A comparison of the pre- and post-intervention observation data showed improvement in all areas measured for both years. The results of the second-year observations of the first-year subjects also showed that the positive changes in teaching behavior were sustained, even after the intervention had stopped. The second-year teachers also showed positive changes in their attitudes concerning their ability to teach reading. (FL)