The criteria used to compare the effectiveness of the individualized and basal reader approaches in this study were based on vocabulary, comprehension, and attitude toward reading as well as the number, type, and difficulty of books voluntarily read during second grade. Near the end of kindergarten, children in three schools were randomly assigned to one of the two approaches. At the end of second grade there were 65 basal pupils and 69 individualized approach pupils for whom data was available. Because the Kuhlman-Finch Intelligence Test scores and the California Test of Mental Maturity scores indicated higher means for the basal group, adjusted means were used in reporting results. When the California Reading Test was administered at the end of second grade, the individualized reading group had significantly higher scores on comprehension than the basal group; the vocabulary scores favored the individualized group but were not significant. No significant differences were found in attitude toward reading from the San Diego County Inventory of Reading Attitudes. However, girls made significantly higher scores than boys on comprehension, vocabulary, and attitude toward reading. The quantity, variety, and difficulty of books read overwhelmingly favored the individualized approach. Tables are included. (DH)