The effects of individually prescribed instruction (IPI) in reading as compared to the traditional mode of instruction are examined. The IPI model includes four components: analysis of subject matter content, diagnosis of student preinstructional behavior, sequencing of materials to facilitate learning, and evaluation strategies. Elementary students in two experimental schools (E1, E2) and two control schools (C1, C2) were administered the vocabulary and the reading comprehension tests of the Iowa Test of Basic Skills at the end of the treatment period. Comparison between the mean grade equivalent scores of E1 and C1 showed that IPI pupils scored equal to or higher than non-IPI pupils in half the cases. Comparison between E2 and C2 showed that while neither group earned the minimum test norm, all IPI pupils had scores equal to or higher than non-IPI pupils. In addition, pupil attitudes toward school and self were more positive in IPI pupils than in their counterparts. It was concluded that IPI does work in the area of decoding and of reading/study skills, and it has produced effective results with a variety of populations. Tables and references are included. (VJ)