The primary purpose of this study was to experimentally evaluate the Guided Reading Procedure (GRP) as a teaching strategy designed to improve reading comprehension. The chief experimental strategy was compared with a current instructional strategy, the Directed Reading-Thinking Activity (DRTA) described by Stauffer (1969). The effects on reading comprehension were compared with those of a "rapid reading" class which served as an additional control group to the two comprehension improvement conditions. The results of the experimental analysis revealed that comprehension achievement improved significantly under all three conditions, with no appreciable differences between the groups included in the study. From these analyses, it was concluded that the GRP is as effective a technique for improving reading comprehension skills as is the DRTA. (Author/TS)