Both associative and conceptual learning are presumed to be of importance in reading at all developmental levels. However, it is hypothesized in the present study that there is a stronger relationship between beginning reading and associative learning than between beginning reading and conceptual learning. Conversely, it is hypothesized that there is a stronger relationship between later reading and conceptual learning than between later reading and associative learning. A total of 108 subjects from Grades 2, 4, and 6 were used in the study. An equal representation of good, average, and poor readers at each grade level and for both sexes was obtained. The essential findings of the study were that there is no significant difference between the performances of good, average, and poor readers on (1) an associative learning task at the first grade level; (2) an associative conceptual learning task at the fourth grade level; nor (3) a learning task at the sixth grade level. Finally, there is no significant difference between the performance of boys and girls on associative and conceptual learning tasks. (Author/JH)