An in-depth investigation of analytic relations by lexical researchers plays a prominent role in language learning and teaching. The primary objective of the present study was to investigate the extent to which prediction regarding different aspects of analytic relations impacts reading comprehension. The current research employed a quantitative approach using standard multiple regression analysis. The study compared two language proficiency tests, namely an analytic relations test and an academic reading comprehension test, among a total of 91 participants with a Bachelor of Business Administration background and a total of 64 students with a Bachelor of Engineering background. The results of the study showed that for both the Business and Engineering School students, the component-integral analytic relations facet of vocabulary depth knowledge was not only the most statistically significant contributing predictor of academic reading comprehension, but it also had the largest effect (i.e., statistically significant) in explaining the outcome variable: Academic reading comprehension. By providing insights into the research gap, the present study suggests that the analytic relations dimension of vocabulary knowledge has practical use for English language learners and English teachers at the tertiary level, and it offers further implications for lexical researchers.