The problem of this study was to provide for the individual differences in a heterogeneous group of students where the reading levels ranged from 2.4 to 8.1 as measured by the Iowa Test of Basic Skills. A group of 26 sixth graders were the subjects for the project. Some of the behavioral objectives for the sixth grade students in the experimental class for Social Studies included: (1) demonstrate reading comprehension skills at a level of performance expected on the basis of vocabulary development as measured by the Gates-MacGinitie Reading Test, (2) demonstrate a level of achievement for vocabulary skills in reading that is significantly above the previous relative standing as measured by the Gates-MacGinitie Reading Test, and (3) demonstrate a level of achievement for comprehension skills which shows a greater gain between pre- and post-testing than that of a control group as measured by the Gates-MacGinitie Reading Test. The subjects were instructed with multi-media materials for one hour each day and grouped periodically in interest groups, achievement groups, and study skill groups. The results indicated that the students' skills in reading improved, an independence for using equipment and learning aids was developed, and critical reading skills improved. (WR)