A 3-YEAR STUDY OF THE RESULTS OF BASAL AND INDIVIDUALIZED READING PROGRAMS IN 14 FIRST-GRADE EXPERIMENTAL AND 14 CONTROL CLASSROOMS IN EIGHT SCHOOL SYSTEMS IN WISCONSIN IS PRESENTED. SUBJECTS INCLUDED 359 BOYS AND 349 GIRLS. ALL EXPERIMENTAL (INDIVIDUALIZED) CLASSES WERE PAIRED WITH CONTROL (BASAL) CLASSES EITHER IN THE SAME BUILDING OR IN THE SAME COMMUNITY AS A SOCIOECONOMIC CONTROL FACTOR. ALL CHILDREN REMAINED IN THE SAME TYPE OF PROGRAM DURING THE 3-YEAR PERIOD. A CONTINUOUS INSERVICE TRAINING PROGRAM, DIRECTED BY THE UNIVERSITY OF WISCONSIN, WAS MAINTAINED FOR ALL PARTICIPATING TEACHERS OF BOTH GROUPS. ACCOMPLISHMENT WAS MEASURED OBJECTIVELY AT THE INITIATION OF THE STUDY AND AT THE CLOSE OF EACH YEAR DURING THE PERIOD. THE STUDY IS CONCERNED ONLY WITH TEST SCORES AND THE COMPARISON BETWEEN TOTAL GROUPS, WHICH WERE MATCHED INITALLY BY AGE, CLASS SIZE, LENGTH OF SCHOOL YEAR, AND PUPIL INTELLIGENCE. WARNINGS AND RECOMMENDATIONS FOR TEACHING ARE INCLUDED IN THE STATEMENT OF RESULTS AND CONCLUSIONS DRAWN FROM THE STUDY. TABLES ARE INCLUDED. THIS ARTICLE IS PUBLISHED IN "ELEMENTARY ENGLISH," VOLUME 42, DECEMBER 1965. (MC)