ABSTRACTA study was conducted as part of an attempt to evaluate an individualised reading program in which elementary school teachers prepared written prescriptions for students, targeting specific deficiencies for remediation. Teachers were free to prescribe any combination of seventy different instructional materials, including worksheets, tapes, computer software, or basal readers. Subjects were 37 teachers and 104 students for whom a total of 569 prescriptions were written over a three‐month period. Regression analyses were used to examine relationships between teachers’cognitive styles and the numbers and kinds of materials they selected for students. Regression was also used to identify significant predictors of positive reading attitudes among students. Teachers who tended to be more affectively (as opposed to analytically) oriented tended to use more instructional materials, perhaps because they appreciated the flexibility it afforded them. Among students, preferences for independent modes of learning were significant predictors of positive reading attitudes. Parental reading habits and the total number of materials prescribed were also positively related to reading attit