The purposes of this study were to analyze the effects of instructional objectives as advance organizers prior to a reading assignment, determine if an advance organizer was more effectively presented with two learning modalities than with one; predict whether vocabulary or readability variables influenced comprehension; and determine whether there was interaction between the I.Q. or pretest variables and the treatment groups in performance on the criterion variable. A selected sample of 84 students was assigned randomly to a control and two experimental groups. The findings of this study revealed that advance organizers in the form of interpretive objectives, and questions aimed at these objectives following the reading assignment, provided for significant improvement on the interpretive section of the California Reading Test. The findings also indicated that vocabulary and readability scores were significant predictors of interpretive comprehension. The findings also indicated that there was significant interaction between pretest and treatment groups. (The implications of the study are discussed and replication is suggested.) (Author/RB)