THE LANGUAGE ARTS PROGRAM IN AN ELEMENTARY SCHOOL CLASSROOM CAN BE INDIVIDUALIZED BY ANY TEACHER WHOSE PUPILS HAVE ACQUIRED CERTAIN BASIC SKILLS IN READING AND WRITING. WORKING WITHIN ONE LARGE BLOCK OF TIME DAILY, THE LANGUAGE ARTS TEACHER FIRST ENSURES THE PROVISION OF WORTHWHILE INDEPENDENT ACTIVITIES WHICH WILL STIMULATE THE CHILDREN'S INTEREST AND FREE HIM TO GIVE INDIVIDUAL AND SMALL GROUP INSTRUCTION. THE CHILDREN THEN ACCOMPLISH SPELLING, COMPOSITION, AND SIMILARLY-RELATED ASSIGNMENTS AT THEIR OWN RATES AND LEVELS. THROUGH INDIVIDUAL CONFERENCES WITH STUDENTS, THE TEACHER FORMS FLUID GROUPS OF STUDENTS WITH SIMILAR DEFICIENCES AND TEACHES ACCORDINGLY, DISBANDING THE GROUPS WHEN THE SKILLS ARE ATTAINED. IN THE INDIVIDUALIZED READING PROGRAM, CHILDREN SELECT THEIR OWN BOOKS, READ AT THEIR OWN PACE, KEEP THEIR OWN RECORDS, AND SHARE THEIR READING WITH CLASSMATES THROUGH A VARIETY OF ACTIVITIES. THESE SHARING ACTIVITIES LEAD INTO INDIVIDUALIZING A BALANCED PROGRAM OF ORAL AND WRITING SKILLS FOR BOTH PRACTICAL AND PERSONAL NEEDS. THIS ARTICLE APPEARED IN "DELAWARE ENGLISH JOURNAL," VOL. 2, NO. 1, SPRING, 1967. (MM)