An experimental study was conducted to determine whether the kind of homework a teacher gave made a difference in academic achievement in elementary school children and whether homework such as collecting, observing, listening, and constructing models improved reading ability. Subjects were nearly 700 students in grades 4 through 6 in two schools in Tempe, Arizona. The children were from all socioeconomic backgrounds. Individualized enrichment homework (IEH) assignments were given to groups of the students for the first 16 weeks of the school year in reading, spelling, language, arithmetic, social studies, and science. The students were given complete freedom in how they planned their homework. Tests indicated that the reading ability of these children benefited from IEH; that when children are actively involved in their own learning, structured to their own personal interests, gain in ability in handling reading skills becomes apparent. (Author/NH)