Applications of basic elements in a theory of individualized instruction to computer-assisted programs in mathematics, reading, and spelling are described and recent results obtained in an existing elementary school facility are reported. To optimize learning in computer-assisted instruction (CAI) a program model is provided in which content, mode, and sequence of current presentation are determined by a child's demonstrated error rate, time to respond, and learning patterns. Reading and mathematics programs following this tutorial model are described together with a detailed review of the curricula and physical characteristics of a system presently functioning in an elementary school. Results at this facility continue to indicate significant achievement differences favoring students exposed to CAI. A new program in spelling, designed to investigate how spelling and similar verbal skills are acquired, is reported and recent experience in the logistics of introducing a CAI system in a rural school district is noted as having indicated no operational problems different from those encountered in urban applications. Listings of recent publications, lectures, and films by project personnel are included. (SS)