This study was designed to determine the difference, if any, in reading scores of disadvantaged fourth and fifth grade reading students when administered the Stanford Reading Tests (form W and Y) by either standard procedure or by tape. Fifty-three disadvantaged students of the Pawhuska (Oklahoma) elementary School were divided at random into two groups, and their scores compared to a control group of fifty-six advantaged students, also divided randomly into two groups. Findings reveal no significant differences in the reading scores of either the advantaged or the disadvantaged group when administered tests by directions from the manual as opposed to administration by tape. Combining the scores of the two disadvantaged groups resulted in no significant differences, as did combining the scores of the two advantaged groups. In conclusion, it is suggested that further studies be initiated in an attempt to find better methods of presenting reading tests to disadvantaged readers. (KS)