College dropout is a complex problem resulting in an array of negative repercussions for students, universities, and society. The study explored the impact of reading proficiency on academic success in a college-level introductory psychology course offered in both traditional and accelerated formats. A quantitative, quasi-experimental design was employed using archival data from a four-year, private, accredited university. Results revealed that students enrolled in a 8-week format earned significantly higher grades and dropped out less frequently than those in the 15-week format. Substandard readers earned significantly lower mean grades than standard readers. No interaction was found between reading score and course grade with respect to length format. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]