Quality sequence for each student in reading instruction is vital. If "learnings" to be acquired are not sequential, then a student might well face difficulties in learning to read well. Some of the problems in reading instruction may be inherent in the basal textbook being used, and sometimes, problems of reading instruction reside within the teacher. Other problems in reading may be the result of students being inattentive or having a home setting with socioeconomic problems or parents who do not offer encouragement. This paper states that, in identifying the above-named problems, there has been a lack of sequence or order of events to guide students to achieve as optimally as possible in reading. The paper discusses programmed reading and sequence; personalized reading and sequence; and basal readers and sequence, noting that each approach has its strong/weak points. (Contains 10 references.) (NKA)