A study was conducted to test the hypothesis that the ability to comprehend in reading has no effect on mathematical problem solving ability of seventh grade students. Two seventh grade classes were administered a standardized test of reading comprehension and knowledge of mathematical concepts and application at the beginning of a school year. They were then taught exactly the same way for 14 weeks, with the exception that the experimental class was given a special group lesson once a week that was designed to assist them in learning to solve problems through word meanings, problem solving strategies, and symbol meanings. The experimental class was also given vocabulary and symbol usage practice. At the end of 14 weeks, the classes were retested on the same measure. The results indicated that the experimental class students improved their scores on the reading comprehension test and on the knowledge of mathematical concepts test, but that the control class students achieved greater gains without the extra instruction. The results suggest that further research be done in this area with samples that are similar in intelligence and reading. (A summary of related research and tables of test score data are included.) (FL)