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Abstract
52 volunteer Ss, 19 years of age or older, were recruited from the student population at the University of British Columbia. Ss were hypnotized and given posthypnotic achievement and esteem suggestions to investigate the influence of these suggestions on reading performance as measured by the total score on the Nelson-Denny Reading Test (Nelson & Denny, 1960). Differences among groups were compared using a hierarchical regression approximation of analysis of covariance. Hypnotizable Ss scored higher than unhypnotizable Ss. Other-esteem suggestions were found to improve reading performance.