The objectives of the study were:  (1) To prepare a Reading Improvement Programme (RIP) for the pupils of Standard. IX. (2) To study the impact of the RIP on the pupils’ reading comprehension. (3) To study the effect of SES, N-ach. and general ability on the pupils’ reading comprehension. (4) To study the effect of interaction between various variables, like, treatment, SES, N-ach. and general ability on the pupils’ reading comprehension. (5) To compute components of variables to ascertain the contribution of independent variables to the criterion responses. (6) To establish the relationship between speed of reading and reading comprehension.

The initial sample comprised 1600 pupils (800 boys and 800 girls) of Standard IX Randomly selected from 12 schools of Ahmedabad city. After the administration of SES scale, it shrunk to 744 and after the administration of GAT, it shrunk to 366. Thus the working sample comprised 366 pupils. Two groups of 96 pupils each were formed. 

The investigator prepared a raw form of the RIP (Reading Improvement Programme) and tried it out on a small group of pupils of Standard IX with different abilities. The final form of the RIP was prepared on the basis of their responses and suggestions. It contained three components, viz. Perception, Vocabulary and Comprehension having 10, 16 and 11 exercises, respectively. Perception had three subcomponents: number perception, letter perception and word perception. Eight subcomponents of vocabulary were: synonyms, antonyms, word -building, word game, one word substitution, substitution of opposite words, idioms and proverbs, and idioms and proverbs for opposite meaning. Comprehension had 5 subcomponents: comprehension in context, paragraph comprehension, sentence comprehension, column reading, and reading comprehension. The treatment of RIP was assigned randomly to one group. The Experimental group read the RIP under the teacher’s supervision. The Control group read other reading material. The data were collected by administering Desai’s SES Scale; Smith’s N. ach Measure adopted by Patel, Parikh & Patel; and General Ability Test by M.T. Patel. The Reading Ability Test by Trivedi & Patel was administered before and after the experiment. 

The Pretest- Post test Experimental Design was used. 

The data was analyzed with the help of the fixed model of 2 x 2 x 2 x 2 Factorial Design ANOVA, Correlation and Newman Keul’s Sequential Range test.

(1) The RIP group scored significantly higher than the Control group on reading comprehension. (2) SES, N-ach. and general ability had a significant effect on the pupils’ reading comprehension.