An investigation was undertaken to measure objectively children's eye movements to determine whether the effect of fatigue of the average school day decreases eye movement efficiency, suggesting that children might benefit more from reading instruction in the morning than in the afternoon. Using a photoelectric instrument designed to graph eye movement while reading, 30 second grade students, divided into two groups, were tested both in the morning and in the afternoon. The children were asked to answer comprehension questions at the conclusion of each reading, to indicate that reading was actually taking place. The graphs were hand scored and analyzed by computing (1) number of eye fixations per 100 words, (2) number of regressions per 100 words, (3) span of recognition, (4) duration of fixation, and (5) rate with 70% comprehension. The results found no significant difference between group means for the five variables of eye movement during reading in the morning and reading in the afternoon. (HTH)