An individualized approach to second language reading instruction in a large class is described. First, characteristics of the large class as a teaching and learning environment are examined, and the instructional advantages of individualizing assignments are noted. Two forms of reading materials used with first-year college students are then discussed. The first is a booklet of 10 similar, brief readings. Each student is assigned one of the ten texts to read in depth and given a list of questions to consider and answer, based on the text. In a class of 60, only 6 students are working on the same text, and must work alone and quietly, allowing some time for the teacher to return previous assignments and answer individual questions. The readings are varied in both type and topic, and the questions address comprehension of content, opinion, format, and vocabulary. The second kind of reading material used is a booklet made by small groups of students to build on new vocabulary learning. Each group works cooperatively to create a vocabulary list, and the groups' lists are compiled into one reference. Procedures for this project are detailed, and some samples of student work are appended. Contains three references. (MSE)