One of the many criticisms leveled at standardized testing is that the time limits commonly used require a speed component of performance which may act to the disadvantaged of certain culturally defined groups. Recent studies by the authors examined the question of differential time limits and group performance for standardized academic aptitude tests. Both studies deleted items from an experimental section in order to manipulate the speed with which an examinee was required to work. The present study sought to extend the range of culturally defined groups and presented an opportunity to use a more direct method of manipulating working speed. A 27 item reading comprehension section of a national academic aptitude test was administered under two conditions. Under one condition the section was administered with the usual 30 minute time limit and under the other condition the time limit was extended to 40 minutes. Data for the study were collected in October and December of 1971. The majority of subjects were in their senior year in college. The categories of group membership included black, white, Chicano, and Oriental; male or female. As in the first two studies, the results rejected the hypothesis that allowing more liberal time limits would be more beneficial to minority groups than to the majority group. (Author/JM)