A study was conducted for additional support of the view that bridging--drawing inferences to relate a sentence to a preceding sentence--occurs during reading rather than at the time of testing. Subjects were 88 third and 67 fifth grade students whose reading proficiency was measured by performance on the Metropolitan Achievement Test. The bridging text items consisted of two source sentences to be connected by a bridge selected from three alternatives. Twenty-six items for each of three bridging types were constructed. The resulting correlation between bridging and reading proficiency confirmed the hypothesis that bridging occurs during reading. Given the fact that instances requiring certain kinds of bridging are frequent even in early reading materials, the hypothesis that bridging is performed during reading rather than during testing implies that a good reader should also be proficient at bridging. This was also confirmed. The hypothesis that the abilities employed in bridging involving pragmatic reasoning and in bridging involving logical reasoning would differ was not supported. (Test results are appended in two tables.) (HTH)