An integrated, three-dimensional cognitive model of reading comprehension was used to investigate the relationship between Piagetian theory (classificational reasoning abilities that emphasize the tacit use of metalinguistic concepts), and reading acquisition (word recognition and reading comprehension). Twenty-four second and third grade remedial readers were administered measures of classificational reasoning ability, word recognition, and reading comprehension. The results of a correlational analysis indicated that a small but definite relationship existed between classificational reasoning and reading comprehension and an almost negligible positive relationship between classificational reasoning and word recognition ability. The findings suggest that metalinguistic knowledge may be more applicable to reading comprehension than to word recognition activities. (FL)