In a study designed to further define individual differences in reading comprehension, 200 students enrolled in developmental reading courses at a large urban university participated in an experiment that investigated the relationship between personality type and reading comprehension. The students took a reading comprehension test consisting of five narrative and five expository passages and 58 comprehension questions. Each text type was compared with the dimensions on the Myers-Briggs Type Indicator, a personality instrument that measures individual preferences for one of a pair of opposite cognitive processes (Extraversion/Introversion, Sensing/Intuition, Thinking/Feeling, and Judging/Perceiving). The results indicated that most students, regardless of personality type, performed better on narrative text passages than on expository ones, a finding consistent with story grammar theory. In addition, the findings showed that personality can influence comprehension scores, particularly on the dimension of Thinking/Feeling, where an interaction between personality type and text type was found. The findings imply that researchers should assume a more integrated approach to the investigation and interpretation of the reading process. (FL)