An ESEA Title III project in language arts, this program emphasizes instruction tailored to the individual learner's needs. In the fall of 1974, Southside Elementary School, Crestview, Florida, adopted the program which is described and evaluated in this paper. Program components include team teaching in an open space classroom; the use of informal inventories and careful observation to diagnose each learner's language needs; a written reading prescription for each learner; assignments in programed materials, reading kits, basal readers, listening stations, workbooks, and learning games; and inservice teacher training. While the program was received enthusiastically, the results of the evaluation showed no significant gains in reading achievement when compared with the previous year. In fact, all gains were lower for the project year than for the year before. Another finding was differences in reading achievement gains for different ability levels. Higher ability learners achieved larger gains. (MKM)