An attitude inventory, The Reading Teacher Survey, was developed to assess the attitudes of elementary teachers toward individualizing reading instruction. The semantic differential was chosen as the form of the inventory. Since the original version reflected a change in attitudes through the use of the experimental system of individualized reading instruction, it was decided to revise the instrument using item analysis and reduce the number of items from 96 to 63. The revised version was given to a different group of subjects. This experiment showed the following advantages of the instrument: it allows teachers to respond anonymously to an indirect measure which does not obviously reveal the intent of the instrument; it is easily scored; and it is easily administered. However, certain limitations such as the interpretation of scores should be kept in mind. Several uses of the technique are enumerated. References are included. (Author/NH)