The purpose of this study was to analyze the scores of groups who were instructed by two individualized instructional methods on characteristics hypothesized as being related to the instructional treatments. The instructional treatments consisted of a prescriptive method based upon behavioristic theory and a personalized method based upon cognitive-field theory. Eight reading improvement classes in three Oklahoma community and junior colleges were randomly assigned to either of the two instructional methods. Pretest and posttest data were analyzed for the students who completed the courses and met the qualifications. Thirty-one subjects, twenty-two males and nine females were in the prescriptive group. The personalized group consisted of twenty-seven males and eight females. Instructional group scores were analyzed for all subjects on reading rate, vocabulary, and comprehension, and on self-concept and reading interest variables. In addition, self-expectation scores were analyzed for male and female subjects in both groups. The results indicated no significant differences for pretest data or composite variables; however, reading comprehension among males was significantly different on posttest data for those who were instructed by the prescriptive method. (Author/WR)