The development of the Alberta Diagnostic Reading Program (ADRP) was based on a current psycholinguistic theory that describes reading as a process in which the reader uses background information to communicate with the author. To ensure its usefulness and effectiveness, the developers of the ADRP sought the advice and direct involvement of many teachers. Developers also recognized that the program had to address both evaluation and instructional components to help teachers instruct diagnostically. Six strategies for evaluating students' reading abilities were developed: a diagnostic reading checklist, oral reading miscues, retelling, comprehension questions, and cloze and sentence verification. In addition, instructional strategies were developed to help students process print information and background knowledge in a variety of ways. An interpretation chart was designed to help teachers assess each student's overall reading ability. This profile can then be matched with one of five identified reading patterns and used by teachers to plan appropriate follow-up instruction. To facilitate access to the program, ADRP materials were organized into four handbooks covering evaluation strategies, reading passages, duplicating masters, and instructional strategies. Pilot pretests and posttests indicated that the ADRP was a success: students' reading performances showed significant improvements and teachers responded enthusiastically. (JD)