A program developed at Yeshiva University to emphasize self-directing, self-correcting techniques for teaching basic reading skills to socially disadvantaged junior high school students is discussed. Seven laws of learning which underlie the guidelines for the program are presented. The following four guidelines to effective methodology are listed: (1) high intensity learning, (2) individualized content, (3) individualized progress, and (4) individualized material level. The teacher's role is examined and observed to include facilitating student-directed activities by arranging conditions conducive to learning, matching materials to individual needs, interacting with the students, and evaluating student progress. A specific program description indicates that all students are pretested on the Cohen-Cloward Diagnostic Test of Word Attack Skills and the California Reading Test which yield diagnostic patterns for each child and that classes of 20 to 30 students rotate among the three learning centers: Comprehension, Word-Study Skills, and Word Analysis-Vocabulary Centers. The activities of each center are briefly described. (RT)