Replicating research completed in 1986, a study determined the relationship among cognitive laterality, gender, and reading comprehension for African-American students, as well as gender differences in cognitive laterality and in reading comprehension. Subjects, 40 African-American males, 41 African-American females, 12 White males, and 17 White females ages 16-18 and from the same school as the earlier study, completed a standardized reading test and a cognitive laterality battery. Results, similar to those of the earlier study, indicated no relationship between reading comprehension and cognitive laterality for either females or males. Nor were there any differences between the reading scores of females and males. However, the laterality of the females was significantly different from the laterality of the males, with the females showing a left-laterality preference; the African-American males only marginally favored right laterality. Results of a post hoc analysis of variance for African-America and White students indicated significant racial and gender differences in laterality and a significant racial difference in reading comprehension. (Contains 28 references and 2 tables of data.) (RS)