In winter 1984, a study was conducted at North Seattle Community College to determine the correlation between students' reading levels and final grades in courses for which there were no prerequisites. The Stanford Reading Test was administered in 7 humanities course sections and 10 course sections from other disciplines. Study findings, based on the test scores and final course grades of 387 students, included the following: (1) there were statistically significant positive correlations between reading scores and final grades for 35% of the classes, i.e., Art 100, Music 100, Business 101.01, Psychology 110.04, Botany 112; and trends toward significance in an additional 18%, i.e., Business 101.02, Business 101.03, and Psychology 110.03; (2) no significant correlations existed where there was little variance in reading levels and grades and where both were high; and (3) reading and grades showed different correlations for different sections of the same course. Based on study findings, it was recommended: (1) that instructors participate in the assessment of the reading level of the materials used in class and of the degree to which course grades are determined by students' understanding of the reading materials, and (2) that this information be made available to students. (LAL)