The purpose of the study was to examine reading gains of Job Corps students receiving instruction individually or in small groups, and to compare the differential effects of these gains on social and personal adjustment of the students. Thirty girls were randomly assigned to each of two experimental groups; individual instruction (II) and small groups (GI). A third group of 25 girls attended regular remedial reading classes. The girls were tested before and after forty five minute periods of reading instruction, using the Stanford Achievement Test and the California Test of Personality. A comparison of mean pretest and post test scores showed that there were no significant differences in reading gains or in personal and social adjustment for all groups. The examination of relationship between the gains in reading and gains in personal and social adjustment were varied. (Author/PT)