The purpose of this investigation was to discover the relative effectiveness of the SQ3R method, a mechanized approach, or a combination method for teaching reading rate, comprehension, vocabulary, and total reading performance to remedial college freshmen. There were four experimental groups with sixteen subjects in each group and a control group of sixteen subjects. The experimental subjects were assigned to one of four experimental groups: (1) SQ3R method, (2) mechanized approach, (3) mechanized approach followed by SQ3R method, and (4) SQ3R method followed by mechanized approach. The control group received no instruction in reading. The Diagnostic Reading Test: rate, vocabulary, comprehension, and total performance, Davis Reading Test: level of comprehension and speed of comprehension, SRA Better Readers: rate, vocabulary, and comprehension, and informal tests: ability in English, science, and social studies were used to gather pre- and post-test data. The results indicated the SQ3R method followed by the mechanized approach to be superior for general vocabulary and for reading rate. The SQ3R method used throughout the semester was superior for total reading performance, for reading of social studies type of materials, and for vocabulary in context. (Author/WR)