Individualized reading is important to students in both elementary and secondary grades because it provides opportunities for them to find pleasure in reading, to internalize reading skills, to develop the reading habit, and to mature in book choices. Such programs are not intended to teach reading skills, but, if initiated at the elementary level, they can engender a love of reading that can last a lifetime. To encourage students' reading in elementary grades, teachers can read selections aloud, play records, prepare bulletin boards and displays, and read with the students. A classroom period used exclusively for personal reading should be reserved, and the rights to silence and free choice of reading materials should be respected. Records on reading progress can be kept in a way that discourages competition. Secondary students at all levels of achievement also need special time blocks for personal reading. Both the quantity and the quality of their reading can be evaluated, and students can be asked to submit book-critique cards and discuss books with the teacher. Student reaction to the individualized reading program at Keokuk High School, Iowa, was favorable. (A list of 952 books read at University High School, Iowa City, Iowa, is appended, with popularity and reading levels indicated for each book.) (See also ED 021 858.) (LH)