Five reflective and five impulsive fourth-grade boys were identified in a group of 56 fourth graders given the Matching Familiar Figures Test. The Reading Miscue Inventory was used to analyze the oral reading miscues of these pupils while reading a story of fifth-grade difficulty. Analysis of results indicated a trend toward significant differences between the two groups in the areas of semantic acceptability and grammatical relationships. No differences were found in the number of miscues, in comprehension pattern, or in comprehending. Other indications of differences between reflective and impulsive readers are discussed, and suggestions for further research are made. (Author/AA)