This document written in Spanish describes a personalized reading program and discusses the results of its implementation. The focus of this approach to reading is based on the individual child and his feelings. This model personalizes the child's reading material in the classroom. In personalizing the reading material, the child's attitudes toward himself and others, and toward his learning are held to be important in determining his reading experiences in the first year of school. The model has three parts: the selection of books and sharing of books among the students, the development of abilities, and conferences and evaluation. Teachers who used this model for one year in their classrooms (the field in which the experiment took place included children from all races from grades one through six from rural and urban areas and from public and private schools) indicated that the model was successful. Comments and suggestions from the teachers and a copy of the questionnaire answered by these teachers are included in the paper. A study of the relationship between this reading model, student achievement, student self concept, and social acceptance was also conducted. Results indicate that the program enhances social acceptance and self concept in the first grade. In the higher grades the program enhances these two variables for white girls in the experimental group, and boys in the control group. (Author/AM)