The effects of a strong librarian-centered reading guidance program on the reading habits and skills of elementary school pupils were studied. Seventy-nine fifth graders in a rural Florida school were divided into three matched groups according to eye-movement photography scores. Experimental group A received a library reading guidance program and a 10-minute circulation privilege weekly. Group B had a scheduled library period, no formal reading guidance program, and a 10-minute circulation privilege each week. Group C had the 10-minute circulation privilege only. Subjects were pretested in September 1967 and post-tested in May 1968. Reading habits, interests, and attitudes were evaluated by an inventory which indicated marked changes favoring group A. The Durrell Analysis of Reading Difficulty, the Iowa Every-Pupil Test of Basic Skills, and the Gates Reading Survey measured reading skill changes. Subtest gains equally favored groups A and C, but the .05 level of significance was not reached. An .05 level of significance was found for group A in producing greater growth of the academically talented and less detrimental effects on the slower learners. The study concluded (1) that the traditional library period was ineffective, (2) that librarian-centered developmental reading guidance programs (K-6) were needed, and (3) that reading efficiency must be improved. (RT)