This is one of a series of reports which provide definitions of and descriptive data on the variables used in the Comparative Study of Phase IV of the Individually Guided Education (IEG) Evaluation Project. Phase IV investigated three curriculum programs specifically designed to be compatible with instructional programming for the individual student: (1) the Wisconsin Design for Reading Skills Development (WDRSD); (2) Developing Mathematical Processes (DMP); and (3) Prereading Skills (PRS). Information on instructional methods and pupil outcomes for grades 2 and 5 was collected from achievement monitoring and domain referenced tests, teacher logs, and classroom observations. This paper focuses on reading skills achievement. It reports data by schools and by school type and curriculum group for the eight administrations of the achievement monitoring tests. Results are given for each of the 12 WDRSD skills content aggregations. It is not clear that school type or curriculum has a significant effect on achievement for either grade. Appendices, the bulk of the volume, contain all forms and versions of the tests. (BS).