A study investigated the relationship between attendance and reading ability and the difference in attendance or reading ability attributed to gender or race. The measuring instrument was the Gates-MacGinitie Reading Tests. An interracial group comprised of 33 students, 18 males and 15 females, was placed in a semester-long reading improvement course offered by Admiral King High School in Lorain, Ohio. Tests were administered both at the beginning and end of the course. Using the Peason r, students' gain scores correlated positively with the number of days present in class. Results appeared to be independent of gender or race. (Three tables of data are included.) (KEH)