Reading programs in 3 small elementary schools are discussed and evaluated by the teachers involved. The first and second programs involved individualized multilevel reading materials and reading labs. Testing indicated, and instructors felt, that students showed more growth than they had under former methods (especially the middle and top groups). The third program involved taped daily reading lessons with earphones for students, thus allowing the teacher to give more individual attention to the students. The teacher of this program concluded that the thorough presentation of reading skills on the tape recorder gave students the ultimate in reading instruction. (AN)