This study examined correlations between assessed intelligence and two major categories of reading comprehension: literal-explicit and inferential-implicit. In addition, efficiency of prediction for criterion variables was investigated by utilizing two regression models which incorporated intelligence scores squared and the square root of intelligence scores. Since it is generally accepted that the higher the assessed intelligence of an individual, the higher will be his achievement in all areas of reading comprehension, the present study sought to discover whether there was a curvilinear relationship between intelligence and the two categories of reading comprehension with the factor of intelligence statistically controlled. It was felt that the hypothesized curvilinear relationship would result in significantly better performance by brighter students on inferential questions and significantly better performance by less-bright students on literal questions. Although no cause and effect has been established, based on the data presented in this study and within the. limitations of this study, the following conclusions seem tenable. 1. Since reading comprehension may be viewed as a thinking process, it is important to note that a relationship exists between the assessed intelligence of an individual and his performance on both literal and inferential tests of that process. 2. This study has demonstrated …