This study investigated the efficacy of four different reading treatments for reading disabled children. EMG biofeedback training for suppression of subvocalization and individualized reading instruction were combined in an orthogonal design to assess their independent and combined effects on subvocalization, comprehension, and vocabulary mastery. A total of 24 sixth grade students from two elementary schools in a Detroit suburb met the following criteria: subvocalization during silent reading, vocabulary reading score of 1.8 years below grade level, and reading comprehension 1.5 years below grade level. Following the eight-week training program, these results were obtained: biofeedback training during silent reading significantly suppressed subvocalization, individualized reading instruction did not significantly reduce subvocalization during silent reading, students receiving the individual reading instrument with biofeedback training demonstrated the greatest gains on vocabulary subtests, regular reading instruction with biofeedback training was most effective in reducing subvocalization, and students receiving regular reading instruction demonstrated significant gains on the Standard Achievement Recording System. (Author/JM)