An investigation was conducted into the difference between two levels of comprehension: that which black high school seniors bring to the reading of English prose and that which they achieve from actual reading. A pre- and post-test treatment was administered. No significant difference was found between pre- and post-reading comprehension of these students as a group, by instructional levels and by sex. Six recommendations were made: (1) future research is needed with subjects from an integrated school and with subjects having all black teachers; (2) this study might be replicated in different school districts and states; (3) the level of pre- and post-comprehension of high school students be researched in other subject areas; (4) teachers should establish a method of determining prereading comprehension; (5) research is needed to see if black students would benefit from more exposure to diversified multiethnic and multicultural materials; and (6) curriculum and methods need to be designed to create more intellectual stimulation, thereby improving reading skills. (Author/DI)