In the past decade reading has r e c eived in creased attention on all educational levels. This ap pears to result partially from a growing awareness of the role of reading in meeting personal needs and social aims, but primarily from the strategic rela tionship it bears to scholastic success. Educational leaders are becoming aware of the perennial nature of the reading problem. In recog nition of its importance many have added special r e medial reading courses to the curriculum in the be lief that this will alleviate reading problems. Reading programs have become broader and more flexible because of the variety of materials and types of instruction. In an attempt to enrich and supplement reading instruction many schools are u tilizing mechanical devices extensively in their pro grams. Among the more commonly used are the metronoscope, reading rate controller, reading ac celerator, readingfilms, metronome, and the tachis toscope. From an examination of the literature con cerning the use of these devices it appears that the tachistoscope has stimulated somewhat more conjec ture than most other devices often found in reading improvement programs. During World War H this particular device received wide recognition when it was utilized in training programs of the military forces. Subsequent articles and reports of the po tentialities of this device quickly attracted the atten tion of educators and its use in school and industry increased rapidly. Since its introduction into the classroom, it has been utilized in a wide variety of teaching fields with divergent claims of its success . However, the most striking claims for its, merit have been made in the field of reading. Upon the basis of studies found in the literature, schools have accept ed the value of the tachistoscope and have purchased this device, more or less, as a cure-all for many of the infirmities existing in various reading programs. As the tachistoscope continues to be employed in reading improvement programs the question is fre quently asked, What results can be expected from its use that would not likely occur without it? Al though definite claims have been made that reading improvement has been promoted by the tachistoscope, the crux of the controversy seems to lie in whether the improvement was primarily due to the device or whether the improvement should have been accredit ed to concomitant or secondary factors in the training. The value of tachistoscopic training continues to be affirmed by some teachers and questioned by others. Definite claims have been made that reading improvement has been promoted by this instrument (1, 2, 7, 8, 9,10, 11, 15), however some controversy arises as to whether the improvement is primarily due to the tachistoscopic technique or to a secondary factor, set (3, 5, 6, 12, 13, 14). While some research has been done, the bulk of its evaluation comes merely from classroom use, and teacher and student testimonies. Tachistoscopic training raises more questions than it answers and as McClusky (l:iii) has so aptly stated: It should serve as a stimulus to students in search of problems for research.