The effects of a teacher-training program on the reading scores of 49 students enrolled in special learning-center classes were investigated in a sample of 49 seventh- through twelfth-grade students. Four reading teachers who participated in inservice training classes were pre- and posttested to determine attitudes toward child-centered educational policies and practices and toward progressive educational practices. Students were pre- and posttested using the Comprehensive Tests of Basic Skills and the Slide-O-Gram Individualized Perceptual Program. Results indicated that teachers were biased toward progressive, child-centered approaches at both pre- and posttesting. Students showed an average gain of one year in reading skills. (Author/AA)