In order to test the efficacy of having college students read texts in which phrase boundaries are explicitly cued, the phrased text treatments were administered to 42 college students from 3 developmental reading courses in one southeastern university. An experimental group was given the phrased texts, while a control group was given the conventionally formatted texts. A brief true-false quiz followed each reading of a text to insure that the subjects were reading for meaning. Results indicated that the phrased text treatment did not lead to any better (or worse) comprehension on the conventional texts for the experimental group. Although both groups increased their reading rate over the course of the treatment, the increase in rate for the control group was significantly greater than for the experimental group. (A table of data is included and 21 references are attached.) (JK)