The purpose of this study was to determine relationships among verbal and nonverbal creative thinking, literal reading comprehension, intelligence, and creative oral response to a literature stimulus. The subjects were 74 black fourth grade boys and girls in three classrooms of an inner-city school. The Minnesota Tests of Creative Thinking, California Short-Form Mental Maturity Test, and Gates-MacGinitie Reading Comprehension Test, Survey D, were administered to assess verbal and nonverbal creativity, intelligence, and reading comprehension. When intelligence was held constant there was a low, positive, but significant relationship between verbal creative thinking and reading comprehension. Intelligence had a low, positive, but significant relationship to verbal creativity, nonverbal creativity, and reading comprehension. A significant relationship was found between verbal creativity and sex, with the difference favoring girls. Results of this investigation suggest that creative thinking abilities exist within all children, but in different degrees and combinations for each individual. (Author/TO)