Control and experimental groups, of 21 students each, participated in a study of the effect of remedial reading sessions on perception of locus of control. All students were administered a measure of locus of control, before and after the treatment period during which the experimental group received tutorial instruction in various reading skills; the control group did not receive any reading instruction outside their regular classrooms. Results indicated that the tutorial approach in a clinical setting brought about an increase in internal perceptions of locus of control, that the treatment was more effective in creating internal responses for the males than for the females, that the highest internal responses were made by the older participants, and that the tutorial approach to reading remediation was more effective for sixth graders than for other grade levels. Teachers' comments suggested that the scale is difficult to administer to children with reading problems, as they have difficulty coping with abstractions. (Author/AA)