Accountability can be applied to reading instruction by matching instructional intent to the results in terms of observable learner accomplishment. An approach to accountability, based on Bloom's concept of student mastery of subject matter, consists of six components which the student passes through in the reading instructional process: (1) rationale: the learner perceives the importance of instruction to his own needs and goals; (2) diagnosis: preevaluation helps determine the learner's abilities and subsequently the learning objectives he needs to pursue; (3) objectives: specific performances are outlined to show the student what the instruction will teach; (4) alternate learning activities; a variety of methods, media, levels, and types of learning activities are employed to suit instruction to the student; (5) post-evaluation: to inform the student and the instructor whether instruction has succeeded in enabling the student to intentions to be reciprocated. The findings showed that both O's intent and the learning activities are modified according to feedback from the learners. In this program, individualized segments are short, learners can take as much time as necessary to master the objectives, and instruction is characterized by appropriate practice, positive reinforcement, and immediate knowledge of results. References are included. (AL)