This study of methods of teaching vocabulary in the junior high school investigated three approaches: use of a programed text in vocabulary development that emphasized context clues, use of the programed text augmented by listening assistance, and use of the programed text augmented by a word-analysis supplement. Over 300 students with I.Q.'s between 75 and 125 (3 experimental groups and a control group) were tested by comparing pre- and post-tests in reading, vocabulary development, and the ability to generalize word meanings. During the 6 weeks of the study, the experimental groups devoted 15 minutes a day to vocabulary development using the programed text or the programed text with a designated supplement. Analysis of covariance, tests of significance, and correlation techniques were used in the treatment of data. Results indicated that vocabularies of seventh-grade students can be enlarged by using a programed text emphasizing context clues, that listening assistance contributes to retention and is an effective reinforcement for programed instruction in developing vocabulary and comprehension, and that a word-analysis supplement does not contribute to the effectiveness of a programed text in vocabulary development emphasizing context clues. (Author/JS)