A VARIETY OF ARRANGEMENTS, ACTIVITIES, AND GROUPING POSSIBILITIES WITHIN THE CLASSROOM USING THE INDIVIDUALIZED READING PROGRAM (IRP) ARE PRESENTED. SEVERAL MISCONCEPTIONS ABOUT THE INDIVIDUALIZED READING PROGRAM ARE MENTIONED, ESPECIALLY THE NOTION THAT CLASS SUBGROUPS ARE NOT PERMISSIBLE WITHIN THE IRP STRUCTURE AND THAT THE TEACHER-PUPIL CONFERENCE IS THE ONLY KIND OF INTERACTION BETWEEN TEACHER AND PUPIL IN THIS METHOD OF INSTRUCTION. IT IS STRESSED THAT CLASSROOM ORGANIZATION MUST FACILITATE TEACHING AND BE FLEXIBLE, AND THAT QUIET, INDEPENDENT WORK HABITS MUST BE TAUGHT. THE FOLLOWING POSSIBILITIES FOR CLASSROOM ORGANIZATION ARE DISCUSSED--(1) TEACHER TO TOTAL CLASS WHICH INCLUDES, CLASS CONFERENCE FOLLOWING SILENT READING TIME AND BOOK SHARING BY ONE PUPIL WITH TOTAL CLASS, (2) SUBGROUPING WITHIN THE TOTAL CLASS ACCORDING TO READING LEVELS, ACTIVITIES, PARTICULAR SKILLS TO BE TAUGHT, OR TYPES OF BOOKS READ, AND (3) THE TEACHER-PUPIL CONFERENCE. THIS ADDRESS WAS PRESENTED AT THE ANNUAL CONVENTION OF THE INTERNATIONAL READING ASSOCIATION (12TH, MAY 5, 1967). (RH)