THE INDIVIDUALIZED METHOD OF TEACHING READING IS BEING USED IN SCHOOLS THROUGHOUT THE COUNTRY, AND MORE AND MORE SCHOOLS ARE BEGINNING TO TRY IT. THE MONOGRAPH WAS PREPARED TO HELP THOSE INTERESTED IN INDIVIDUALIZED READING TO UNDERSTAND THE METHOD, THE PROBLEMS WHICH MAY ARISE, AND HOW IT COMPARES, IN DETAIL, WITH THE METHOD OF GROUP READING. INDIVIDUALIZED READING IMPLIES THAT THE CHILDREN ARE SEATED AT THEIR DESKS IN A CLASSROOM, EACH WITH A DIFFERENT BOOK HE HAS SELECTED. EACH CHILD RECEIVES INDIVIDUAL HELP FROM THE TEACHER AND PARTICIPATES IN SHARING WHAT HE HAS LEARNED WITH THE OTHER CHILDREN. THE INDIVIDUALIZED METHOD ASSUMES THAT "SPECIAL NEED" GROUPS WILL BE USED TO LEARN CERTAIN SKILLS SUCH AS PHONICS. PROBLEMS DISCUSSED INCLUDE TEACHER CONTROL OVER THE CLASS, CLASS SIZE, AND THE SUPPLY OF ENOUGH BOOKS TO SUPPORT THE PROGRAM. THERE ARE NO CLEAR SOLUTIONS, BUT SATISFACTORY RESULTS HAVE BEEN ACHIEVED THROUGH INGENUITY AND RESOURCEFULNESS. EXPERIMENTS TO MEASURE THE COMPARATIVE VALUE OF INDIVIDUALIZED READING TO GROUP READING HAVE NOT LED TO A DECISIVE CONCLUSION BECAUSE OF THE DIFFICULTY IN COMPARING EQUAL TEACHERS WORKING EQUALLY HARD, CHILDREN OF EQUAL BACKGROUND AND INTELLIGENCE, EQUAL TIME AND EMPHASIS, AND EQUAL CLASS SIZES. SUCH RESULTS AS THE GROWTH OF CHILDREN'S ENTHUSIASMS FOR READING BECAUSE OF THE INDIVIDUALIZED METHOD ARE MEASURED. IT SEEMS LIKELY THAT BOTH METHODS WILL TAKE A PLACE IN THE REPERTORY OF A SKILLED READING TEACHER. THIS ARTICLE WAS REPRINTED FROM "ELEMENTARY ENGLISH," DECEMBER 1961.