Effects of school noise conditions on student written task performance were studied. Three noise levels were examined--(1) irregular interval noise, 75-90 decibels, (2) average or normal noise, and (3) quiet condition, 45-55 decibels. An attempt was made to reproduce noise conditions typical of the school environment. A second controlled experiment used similar conditions of white noise. Subjects were 263 seventh grade children from a small urban complex. The STEP (Sequential Tests of Educational Progress) Reading Test was administered both as a test and as worksheets. Questionnaires were used to determine perceptions of noise and anxiety scale. No significant differences were found in analysis of variance for speed and accuracy on test scores. No significant relationship was found between anxiety and perception measures and performance. Conclusions state that written tasks of relatively short duration are not affected by peaks of noise typically found in a normal school environment. (MM)