This study explored the effects of a reciprocal teaching intervention designed to enhance the lecture comprehension skills of college students. Forty low-verbal ability students and 40 high-verbal ability students (as measured by SAT scores) were chosen for the study and randomly assigned to experimental or control groups. The experimental groups received the reciprocal teaching intervention, whereas the control groups did not. The instructor modeled four listening comprehension activities: summarizing, self-questioning, clarifying, and predicting, and guided the students in performing the comprehension activities. Six lectures were presented to all subjects in both experimental and control groups. Lectures were followed by comprehension tests. Results showed that low-verbal ability subjects receiving the reciprocal teaching method significantly increased their lecture comprehension. These significant increases were maintained over time. (Contains 3 tables.)