This paper builds on recent research looking at how reading speed measures from a reading rate training course are reflected in non-course texts. In this study, 23 first language (L1) Japanese English majors enrolled in a university level reading class completed 20 speed reading exercises with comprehension quizzes from an assigned textbook at the participants' reading level. The 20 speed reading exercises were completed during a 15-week semester. Average reading and comprehension scores from these exercises were compared with timed readings and comprehension quiz scores on five other types of texts that students would probably encounter in their English study or daily lives, including a TOEIC test text, a TOEFL test text, a college textbook text, a newspaper article, and a graded reader. Timed readings and comprehension quizzes for these other texts were all carried out in the final five weeks of the 15-week semester. Results show a high correlation between reading speeds from the class textbook and reading speeds with other texts. However, when comprehension scores were incorporated into the relationship, the correlation was barely significant. In light of this and other studies, further research into the relationship between reading rate training and comprehension is suggested.