The purpose of this study was to compare the individualized reading prescriptions prepared by a digital computer, classroom teachers, and reading teachers with those prepared by a panel of experts. Selected fifth graders were administered three instruments: the Gilmore Oral Test; selected items from the McGraw-Hill Prescriptive Reading Inventory (PRI); and an Interest Inventory developed by the investigator. From this data, as well as a list of reading activities and a list of books for recreational reading, all three groups and the computer selected recreational books and activities for the remediation of the ten skills tested on the PRI. The findings indicated that the computer was significantly more accurate in matching the experts' prescriptions than either the classroom teachers or reading teachers; the computer was able to prepare the prescriptions in less time than the teachers; and the computer prescriptions were prepared at less expense than the teacher prescriptions. (Author/TS)