The study involving 20 learning disabled (LD) and 20 normal Ss at the fourth, seventh, and tenth grade levels was conducted to determine if normal and LD students differ in reading flexibility. To measure reading flexibility, the dependent variables--elapsed time and comprehension--were assessed under two conditions. For Condition 1, Ss were asked to read passages to answer a general comprehenson question; under Condition 2, Ss were asked to read passages to answer a specific comprehension question posed prior to the reading activity. Results suggested that normal students demonstrated reading flexibility at each grade level. Speed was varied as appropriate to the reading purpose, and comprehension was measured at an acceptable level. However, the degree of reading flexibility demonstrated was considered to be at a very low level of development, and no indication of maturation of this skill was apparent across grades. Results from LD students indicated that LD Ss were not characterized by reading flexibility at any of the three grades. Further, these students demonstrated a trend toward decrease in flexible reading skills across grades. The normal group consistently demonstrated faster reading speeds and better comprehension than the LD group at all three grade levels. (SB)