An elementary school in Texas has developed a program of reading instruction that immediately provides early readers with ample reading opportunities and materials rather than constraining them with "reading readiness" assessment. Initially, the absence of sufficient reinforcement material in the basal readers required increased amounts of reading practice material, so small readers using the adopted preprimer vocabulary were written, printed, and distributed to the children. Once the children mastered a specific reading exercise, they received new pages with additional words. Progressively more difficult materials were made for the children moving ahead, and additional materials were available for children needing extensive reinforcement. Comprehension checks were built into the program in the form of oral and written question tasks, and vocabulary tasks keyed to specific stories. This highly individualized program resulted in significant increases in reading achievement for first and second grade students. Factors critical to the success of the program included (1) political support by the school board and administrators, (2) coordination of all federally funded reading programs with the school's program, (3) reading many materials over extended periods of time, (4) abundant materials, and (5) "teacher trainers" to help each teacher implement the program. (HTH)