This study is a quantitative, quasi-experimental investigation focusing on the effects of word recognition training on word recognition fluency, reading speed, and reading comprehension for 151 Japanese university students at a lower-intermediate reading proficiency level. Four treatment groups were given training in orthographic, phonological, and/or semantic processing, while a control group engaged in sustained silent reading. Treatment materials included two texts of different readability levels. Results indicated the intervention positively impacted participants' reading speed for both reading passages. However, reading comprehension and word recognition fluency improved more convincingly when learners were faced with reading passages that were slightly beyond their linguistic competence. The results highlight the importance of including a phonological element in word recognition training for students in foreign language reading classes.