Little empirical evidence supporting various instructional strategies for teaching reading comprehension exists. Because difficulties with comprehension are intensified as students reach the intermediate grades, it is essential that middle school educators provide research-based instruction. This study examined the effectiveness of the Directed Reading-Thinking Activity (Stauffer, 1969), the Pre-reading Plan (Langer & Nicholich, 1981), and graphic organizers (Barron, 1969), three strategies popular among middle school teachers. Six teachers participated in the two-group design, pretest/posttest study; over seven weeks, three teachers instructed their sixth-grade students using lessons constructed with the strategies (n = 103). Results indicate a significant difference (p < .05) between the groups according to an informal procedure; a formal test indicated no significant difference. Implications of the findings and suggestions for replication and extension of the design are included.