A compilation is made of reports from a conference dealing with workable administrative practices which provide for individual differences. The nature of individual differences as they operate in reading instruction is defined, and various dimensions, such as growth ages, sex differences, intelligence, cognitive abilities and styles, are discussed in the introductory article. Different aspects of individual variations in reading ability are provided for in chapters discussing the following administrative frameworks: in-class grouping, the Joplin plan and cross-grade grouping, individualized instruction, team reading instruction, reading in the nongraded school, and reading in departmentalized elementary and secondary classes. A summary is made from an overall vantage point, and recommendations are offered. References are included for each article. (CM)