Research on language attitudes and performances of prospective teachers shows the need for special training to prepare teachers to work with "linguistically different" students. An attempt was made to develop, and test the effectiveness of, such training. Twenty-six prospective teachers conducted an Informal Reading Inventory on the reading of a student who exhibited features of Spanish. One group worked on a self-instructional module which presented practice in coding features and discriminating them from miscues unrelated to language differences. Significant differences were found between groups and between pre and post-test, but trained subjects were far less accurate than judges. Implications were that special training can be effective but must provide auditory discrimination practice as well as coding practice. (Author)