Personalization of word problems in mathematics has been used to increase student motivation and comprehension. Similar techniques may be effective in other disciplines. In the present study computer techniques allowed integration into stories of personalized referents from an inventory of student interests. Stories were produced at three levels of personalization for 26 students in the 9th, 10th, and 11th grades from a suburban high school in the southwestern United States. A randomized block design was used to determine the order for level of personalization presentation, and a quiz was administered after each story to assess student comprehension. Continuing motivation was assessed using a post project survey which included choice of the level of personalization to be used for a fourth story. Scores were analyzed using ANOVA. Achievement mean scores for the individually personalized treatment were higher than the mean scores for either of the other treatments and they were statistically significant. Results show that personalization of reading materials can increase student comprehension of materials read. (20 references) (Author/BBM)