This paper discusses the outcomes of a study that investigated the effects of substance dependency on the reading decoding and comprehension of 497 adolescents (ages 12-18) involved in an inpatient drug and alcohol rehabilitation program. The first part of the study involved the formal assessment of reading decoding and reading comprehension skills using a nationally accepted instrument under optimum conditions. The second part of the study involved data collection via the social screening process of the facility, including medical, legal, educational, family, vocational, religious, and nutritional information. The analysis of data regarding both reading decoding and comprehension grade levels showed a wide range of scores achieved by both genders overall in all assigned grade levels throughout the entire six and one half years of the study. However, the majority scored significantly below grade levels, and numerous clients fell several years below their assigned grade levels in both decoding and reading comprehension. The analysis of the social screening data revealed significant family, educational, and vocational instability. The paper concludes by urging the education community to examine the manner in which vocational education is provided to clients who may permanently feel the effects of drug and alcohol. (Contains 18 references.) (CR)