Certain study habits and attitudes of 102 disadvantaged college students were investigated. The students were assigned to one of four groups, and each group, except the control group which received no instruction, was taught reading by either the teacher-guidance, the individualized, or the audiovisual instructional approach. The course content was the same for all groups. Various pretreatment and post-treatment data were obtained. However, only the results of the Brown-Holtzman SSHA, Form C, mean gains are reported in this paper. A total study orientation score and four basic scale scores were obtained. Statistically significant pretest and post-test differences were found for (1) gains in all basic scale and total scores for the individualized approach group, (2) losses in basic scale and total scores for the audiovisual approach group, (3) gains in delay avoidance and work methods and losses for teacher approval and education acceptance scores for both the control and the teacher-guidance approach groups, and (4) gain in total score for the control group and loss in total score for the teacher-guidance approach group. The individualized approach produced more favorable responses for study habits and study attitudes. References are included. (CM)