Nine commonly given objections to the principles and practices of individualized reading are answered by the author. There are forces within the schools today, the author says, who are working toward a change in the conventional reading program: students bored with routine and disinterested in the reading materials and teachers faced with teaching children whose ranges of reading ability vary several levels in a single class. At the same time other forces who have such objections as the nine listed and disputed by the author fight to maintain the status quo. The author speaks out in favor of individualized reading programs. (NH)