The study utilized standardized testing procedures to identify the reading comprehension and verbal language characteristics of 12 fourth and fifth grade disabled readers. Reading comprehension was assessed with a standardized test of reading comprehension. Verbal language was assessed with a standardized test of verbal language. Descriptive, correlational, and inferential statistical procedures were utilized to analyze the data. Graphic comparisons of individual verbal languge scores of the study group to the verbal language test norms isolated a language disorder subgroup of eight children. Pearson Product-Moment correlations between the 16 reading comprehension and verbal language variables resulted in two significant negative correlations. Spearman rho correlations between the same 16 reading and language variables for the language disorder subgroup yielded three significant positive coefficients and two significant negative coefficients. Reading comprehension in general was found to be significantly related to performance in verbal expression, specifically syntax. When the reading comprehension and verbal language mean scores of the study group were compared to the projected appropriate means on the reading comprehensions and verbal language tests, statistically significant differences were found. (Author/CL)