This study was designed to determine what effect knowledge of value clarification would have on the reading comprehension of eighth graders. The use of value clarification involves students in decision making, identification with characters or situations, evaluative judgments, appreciations, and so forth. In this study reading comprehension was defined as the understanding and interpretation of the meanings embodied in printed symbols. Value clarification was defined as a process whereby individuals are led in a systematic way, without persuasion, to understand their own aspirations, purposes, and feelings, thus establishing goals and levels of achievement. There were fourteen weekly sessions of 45 minutes each with two sessions used for pre- and post-testing. The experimental group read stories and discussed them using a value clarification approach. The comprehension group read the same stories but used the approach suggested by the publisher. A control group received only pre- and post-testing. Two major conclusions can be made from the findings: (1) exposure to value clarification does seem to result in an increase in reading comprehension; (2) there are strong indications of a positive relationship between knowledge of value clarification and reading comprehension. (Author/TO)