To determine how comprehension of the Kuder General Interest Survey (KGIS) was affected by alternate modes of inventory administration and reading levels of eighth grade students (as determined by the California Tests of Basic Skills vocabulary scores), 153 students were randomly assigned to one of three treatment groups--standard administration, administration with glossary, or auditory administration. Through a two-factor analysis of variance in a three by two factorial design, data was analyzed to determine whether reading level and mode of administration, and the interaction of the two, had a significant effect on eighth graders' comprehension of the KGIS. The findings indicated that treatment mode did not affect the students' comprehension although their reading level did have a significant effect on it. High readers performed better than low readers on the self-designed vocabulary test in all three treatment groups. The interaction of the two did not have a significant effect on the students' comprehension of the KGIS. (Author)