The purpose of this study was to investigate whether there were significant differences in the reading attitude and reading achievement of first grade children in open concept classes which utilized an individualized language experience approach to reading as compared to children who were instructed in basal series in more formal classes. The subjects were 188 first grade aged children who attended six open concept and six more formal classes. The subjects were pre- and post-tested with the Reading Attitude Inventory and the Stanford Early School Achievement Test, Level II. The Pintner-Cunningham Primary Test was used to determine the mean intelligence quotients of both groups. The results indicated that no significant differences existed in reading attitudes of children in experimental or control groups. Mean gain scores favored the girls of the experimental group. There appeared to be little evidence that first grade children learning to read in an open concept class using individualized reading do less well than children instructed in basal series in more formal classes; in terms of individual growth they may exceed such children. (Author/WR)