The effect of reading practice upon reading ability was investigated in three separate studies, with six high school students in each study. Each student was given 50 to 70 hours of individualized instruction on a PLATO IV computer terminal. Half of the students in each study were selected on the basis of high scores on the Raven Progressive Matrices Test; the other half had low scores. Results indicated that the high Raven groups did not gain more than the low Raven groups. When gain in reading was measured using a test like the task employed in the reading training, a large gain was evident. When gain was measured using other techniques, there was little or no evidence that the reading practice had produced gain. The research failed to find a relationship between reasoning ability and gain in reading ability, but this could have been due to ineffective techniques used to produce gains in reading or to ineffective techniques used to measure reasoning ability. (Author/AA)