A MODEL READING APPROACH TO INCREASE THE QUALITY AND QUANTITY OF READING INSTRUCTION IN THE CLASSROOM IS PRESENTED. THE CRITERIA OF GOOD TEACHING METHODOLOGY ARE THAT PROGRAMS SHOULD MEET INDIVIDUAL STUDENT NEEDS, THAT A PROGRAM'S LEVEL OF CONTENT SHOULD BE TAILORED TO THE INDIVIDUAL STUDENT'S LEVEL OF CAPACITY AND ACHIEVEMENT, THAT THE SPEED OF TEACHING SHOULD BE MATCHED TO THE INDIVIDUAL'S LEARNING RATE, AND THAT A PROGRAM SHOULD INTENSIFY LEARNING BY MAINTAINING A HIGH FREQUENCY OF STUDENT RESPONSE. PROGRAMS CAN MEET THESE CRITERIA BETTER THAN CAN TRADITIONAL METHODS IF THEY HAVE ENOUGH FLEXIBILITY TO ALLOW FOR ADJUSTMENT TO INDIVIDUAL LEVELS OF CONTENT AND SPEEDS OF TEACHING. PROGRAMERS SHOULD ANALYZE THE SPECIFIC OPERATIONS INVOLVED IN READING, SHOULD PROGRAM A NUMBER OF SELF-INSTRUCTING PACKAGES FOR EACH OPERATION, AND SHOULD OFFER THEM TO THE TEACHER TO MATCH INDIVIDUAL STUDENTS' NEEDS. BY BUILDING PLATEAUS, BRANCHES, AND ACCELERATION INTO THE PROGRAMS AND BY PROVIDING A NUMBER OF SHORT PACKAGES FOR EACH SPECIFIC OPERATION, PROGRAMERS CAN PROVIDE FOR INDIVIDUAL LEVELS AND SPEEDS. A HYPOTHETICAL INDIVIDUALIZED, MULTIPROGRAMED, SELF-INSTRUCTIONAL READING CENTER IS DESCRIBED. EACH STUDENT, ON THE BASIS OF A DETAILED DIAGNOSIS, WOULD BEGIN A CORE PROGRAM AT HIS APPROPRIATE NEED LEVEL. SEATED ALONE OR WITH SMALL GROUPS WITH SIMILAR NEEDS, HE WOULD PROCEED AT HIS OWN PACE AT SKILL STATIONS IN A LEARNING CENTER. SUPPLEMENTING THE CORE PROGRAM WOULD BE BRANCHES FOR REMEDIAL WORK, EXTRA INSTRUCTION, ENRICHMENT, AND ACCELERATION. THE TEACHING METHODS WOULD BE VERY VARIED. THE TEACHER WOULD MATCH MATERIALS AND TECHNIQUES TO INDIVIDUAL NEEDS. THIS ARTICLE WAS PUBLISHED IN "PROGRAMED INSTRUCTION," VOLUME 3, NUMBER 7, APRIL 1964.