This study determined whether relevant instructional materials used by vocational-technical students would have an effect on improving vocabulary, comprehension, and total reading scores and whether such materials would produce a more favorable attitude toward the subject of English. The treatment group used a workbook designed for vocational-technical students, while the nontreatment group used the text "Perspectives." Subjects were 51 tenth-grade students from a regional vocational-technical high school. Findings showed that statistically significant results favored the treatment group on the total reading portion and in the vocabulary subtest of the Nelson Reading Test, that there was no statistically significant difference between the groups on the comprehension subtest of the Nelson Reading Test, and that analysis of percentage changes in students' course preferences showed no significant statistical difference between the two groups. (Author/JM)