This study was an attempt to assist a rural county school system in central Georgia with instruction at the third grade level in reading skills development after voluntary and complete integration. Specifically it was to (1) determine the general nature of the integration process in the county and its topical relationships and effects upon instruction, (2) determine the effects of an individualized reading program on teachers and pupils and (3) determine the quality and utility of the reading program. It was found that the experimental materials (Individualized Reading Skills and Social Science Curriculum) and teacher treatment had a strong effect on achievement. (See TM 000 941, TM 000 942, TM 000 943 for the questionnaires used in the program.) (DLG)