The purpose of this study was to determine whether subjective organizational ability and the organization of materials influence reading comprehension for one good and two groups of poor readers. The subjects were 200 freshmen classified as good readers with (average or above average reading comprehension), difference poor readers (with average or above vocabulary but below average reading comprehension), and deficit poor readers (with below average reading comprehension and vocabulary). Within each group, readers were classified as either high or low subjective organizers and given either a well organized or poorly organized passage to read. After reading the passage, subjects were given a reading comprehension test composed of fact items and inference items. The major findings was that when subjective organizational ability was combined with reading ability, additional information was provided about the performance of difference poor readers. Difference poor readers who were low subjective organizers did not perform significantly higher than did deficit poor readers who were low subjective organizers. Difference poor readers who were high subjective organizers did score significantly higher on total reading comprehension than did deficit poor readers who were high subjective organizers. (WR)