This practicum report describes an individualized multiple methods/materials approach to the teaching of reading to improve the critical reading skills of seventh grade students in a middle school in Georgia. The core of the program was the use of novels selected with the particular interests of adolescents in mind. Sixty-four students in the developmental and accelerated reading classes participated in the 10-week program, which allowed for self-selection of books, self-pacing in reading rate, and uninterrupted time to read. A management system was formulated to allow for independent work by the students. Student/teacher conferences were built into the program. Critical reading skills were taught by a variety of methods and materials, including teacher instruction, worksheets geared to the individual books, and independent practice using reading kits and other individualized practice material. Pre- and posttests of critical reading skills, while showing higher scores for 70% of the students, did not show the gains projected at the start of the program. However, student reaction to the program was excellent: greater enthusiasm for reading was immediate and sustained; student self-management worked well; and creative book projects were devised and well received. (Twenty-three references are attached, and three appendixes contain a list of selected novels, information on the management system, and a dissemination packet.) (SR)