Data-Based Individualization in Reading. Intensifying Interventions for Students with significant Reading Disabilities by Christopher Lemons, Devin Kearns and Kimbery Davidson. Teaching Exceptional Children, Vol. 46, No. 4. This article is about how a teacher used Data-Based Individualization for a student who was having significant difficulties in reading. This student was performing well below benchmark on reading curriculum -based measurements. The student received a scientifically based intervention program to improve decoding, comprehension and fluency in small group instruction. Progress monitoring indicated that the student was not making adequate progress so additional and different interventions were used. More emphasis was placed on repeated reading practice, building decodable words and spelling decodable words. Progress monitoring indicated that these interventions were not enough and teachers reviewed research from the National Center on Intensive Intervention. Goals are set for each student and a program is determined by each student’s needs. Data is constantly being collected and used to determine if the program is working. Qualitative and Quantitative changes are always being considered in DBI to determine if the student in making progress needed.