This investigation tested the effects of a reading method on the ability of delinquent students to retain information. The method used involved a consolidation of advance organizers, student-developed pre-reading questions, establishment of purposes for reading, and the questions "who, what, where, when, why, or how." Eighteen subjects received the experimental treatment in four 30-minute lessons on the method developed; 23 subjects were used as a control group which received no instruction. After the treatment period, both the control and experimental groups were given a test passage to read; they were then asked to write all they could about the test passage. One week later both groups were again asked to write all they could remember about the test passage. Analysis of results indicated that the consolidation of advance organizers, student developed pre-reading questions, establishment of purposes for reading, and the questions "who, what, where, when, why, or how" were not significantly related to ability to retain information over a one-week period of time. (Author/AA)