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A plan for individualizing instruction in large or small secondary reading classes is presented. The need for adapting reading instruction to individual student differences is discussed with emphasis upon a complete and thorough diagnosis of each student's individual needs. Techniques are outlined for measuring, interpreting, and recording individual differences in intelligence, mode of learning, cognitive style, personality, motivation, interest, cultural and educational background, and reading skills. Success of this program is dependent upon each student's understanding of his own particular reading problem and realizing that something can be done. Specific materials must be available for the student that apply to the remediation of his problem and at his grade level. They should be self-administrating, autoinstructional, and multilevel. In addition, the student must have continuous knowledge of his progress, made possible by a system for daily and quarterly recordkeeping. References are included. (CL)