Two major concepts are considered. First, a distinction is made between Individually Prescribed Instruction (IPI) which is more closely associated with the cognitive domain and Individual Reading Program (IRP) which is more representative of the affective domain. IPI is characterized by continuous progress, skill mastery, subject matter achievement, programed or computerized instruction, systems analysis, and behavioral objectives; IRP is characterized by discovery learning, learning to learn, personal growth, self direction, individual productivity, and self selection. The difference is not one of structure (prescribed) versus unstructure (personal) but rather one of the nature of structure. The second major concept, a delineation of the structure needed to succeed in IRP, consumes the balance of the presentation. There are six identifiable steps in IRP which, when followed successfully, will lead to productive reading. These six steps are discussed and include (1) classroom environment, (2) silent or quiet reading time, (3) instructional guidance, (4) book talks and conference time, (5) skills development (uninterrupted sustained silent reading), and (6) record keeping and evaluation for the benefit of the learner. (Author/CL)