Eighth grade students whose reading achievement scores fell between second and fourth grade level were given an individualized self-concept approach to reading instruction in home economics. Causes for their reading difficulties were identified as lack of interest in school, no set goals, poor attitudes, poor attendance and suspensions, and disadvantaged learning--the students who had not learned the basic skills needed to be able to function in school. Students worked in a home economics laboratory that was conducted as a reading laboratory for a six-week period. Two indepth lessons were involved: in the first, students were told the story of Hansel and Gretel and asked to make a gingerbread house; in the second, the students studied nutrition and kept track of their own nutritional habits. A consumer education part of the course involved learning to read labels. At the end of the six-week period, 62% of the students had made gains in vocabulary, 43% had made gains in comprehension, 52% had improved their grades, 75% had improved their self-concept as witnessed by their social behavior, and 63% showed more enthusiasm for home economics. (Appendixes include materials that were used during the course.) (HOD)