In today's society it is necessary to have good literacy to even manage in life. When it comes to school, reading is important for success in all subjects and to acquire new knowledge. It is therefore of great importance that reading education works well in school and that student’s literacy development stimulates. The purpose of this study is to examine individualized reading education based on how three teachers in grade 2 describe their activity. The study also aims to examine the importance of formative assessment of students' reading skills before individualized reading education.

Through qualitative studies consisting interviews and observations with the teachers have three research questions been answered. The questions of the study are; how do the teachers say that they individualize reading education? How do teachers relate to individualized education? Which formative assessments are made by teachers before individualizing reading education and how do they reflect on them?

Based on, among other things, Vintereks individualization types and Sandler's theory of formative assessment, the results have shown that the teachers adapt their individual students' reading education based on their needs and circumstances. The result also shows that teachers are positive to individualize education for the students, but they believe it may be difficult when students have different needs appearing on different times as well as the time spent on the administration of the work instead of on the students. This means that circumstances in the classroom and the school's structural conditions put obstacles for teachers to individualize the education for the students completely. The teachers believe that it is important to do formative assessments of students to know where they are in their reading development and how to move forward to achieve their goals.