One hundred forty-three seventh-grade students were assessed in the areas of word attack and comprehension. This study focused on the 71 students with the lowest total word-attack scores. Results indicated that all comprehension subskills had strong relationships to overall comprehension, but that many word-attack subskills had only low, nonsignificant relationships with overall word attack. Major groupings of comprehension skills had low, significant relationships with various major groupings of word-attack skills. The results suggest that testing of various word-attack skills may be unnecessary at postelementary levels, especially in a group situation. (Author/AA)