Automaticity training was provided to an experimental group of eight high school sophomores whose reading achievement fell below the seventy-fifth percentile on the New Jersey Minimum Basic Skills Test to determine the effect of such training on reading comprehension. The 16 subjects (experimental and control groups) were pretested using the Gates MacGinitie Reading Comprehension Test, Level F, Form 1. Automaticity training involved the use of "An Adult Reading Writing Vocabulary: Phoneme Grapheme Experiences from the Grid System," and included concentrating 20 minutes per day on words considered to contain only one easily identifiable vowel sound and words considered to contain two or more syllables. The control group received instruction in a developmental curriculum, while the experimental group received instruction in the regular curriculum plus automaticity training for seven weeks. Posttest results indicated that the effect of automaticity training on reading comprehension achievement was not significant. (A section of related research on reading automaticity is included.) (HOD)