The purpose of this study was to investigate the relationship between students' ability to recover deep structures, as measured by the Sentence Comprehension Subtest (SCS) of the SRA Reading Index, and their reading comprehension as measured by the Reading Progress Scale (RPS). All 11th grade students in Hillsborough High School, Belle Mead, New Jersey, were administered the RPS and SCS. The results were inadequate to answer the questions posed in the study. The two tests were then administered to a group of 100 7th graders in the Hillsborough School. Means, standard deviations, and intercorrelations were computed for the RPS, the SCS, and the SRA Reading Index. All correlations were significant at the .01 level. A positive correlation between deep structure recovery and reading comprehension was established on the basis of these tests. The results indicated that there is a relationship between a student's functional grammatical knowledge and his reading comprehension. (WR)