The revised Hanriksen Teacher Word Analysis Test was administered to 133 education students to determine the relationship between certain reading methods courses completed and word analysis knowledge. The students were placed in one of four groups: (1) students without methods courses in reading and language arts, (2) students with 6 hours of methods courses, (3) students currently enrolled in 6 hours and student teaching, and (4) graduate students in English education. An analysis of variance of the groups resulted in a satistically significant F ratio and justified the rejection of the null hypothesis that there were no significant differences by extent of training groups. A systematic test between the means of the groups resulted in statistically significant differences at the .01 and .05 levels, favoring the students with 6 semester hours of methods courses. The small sample of seven graduate students had the highest mean scores, but their differences were not statistically significant. Students taking reading methods and student teaching at the same time did not achieve higher mean scores than the pre-student-teaching students who had 6 semester hours of reading methods courses. Tables and references are included. (Author/CM)