The purpose of this study was to investigate changes in grade point averages for students enrolled in speed reading classes and student enrolled in study skills classes by comparing grade point average before and after instruction. Twenty-seven speed reading students were matched with twenty-seven study skills students on the basis of sex, year in school, and ACT scores. It was concluded that instruction in both college reading/study skills and speed reading appear to play a part in improving students' grade point averages; and since the speed reading students improved more than the college reading/study skills students, it is possible that learning a new mode of reading, as evidenced by the improved reading efficiency rate, was more beneficial than learning isolated study skills. In other words, an improved reading efficiency rate may tend to be internalized while practicing better study habits is not as readily internalized and requires more conscious action on the part of the student. (Author/RB)