Abstract
Ninth-grade students taught by either an MRM method (identifying sentence kernels) or by a LOGANAR method (logically analyzing cognitive relationships) did significantly better than a control group or a group taught by a vocabulary method on tests of: 1) reading vocabulary, 2) level of reading comprehension, 3) speed of reading comprehension, and 4) inferential reading comprehension, with the single exception of the vocabulary group equaling the MRM group in reading vocabulary. No differential achievement by sex was found in either reading vocabulary or any of the facets of reading comprehension.
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