Sixty-four fifth and sixth graders participated in a study of the effectiveness of certain components of the Lozanov method for teaching word meaning. Four treatments were investigated: mind calming, early pleasant learning recall, a combination of the two, and no treatment. Each group had one practice session and two treatment replications with different words. Each session had three distinct parts. The treatment portion was five minutes long and involved mind calming, early pleasant learning recall, or the combination. In the second portion, words were taught using both flash cards and auditory presentation. In the third part, students listened passively as the words, meanings, and contexts were repeated twice orally. Twelve randomly assigned rare English words with common synonyms were taught during each session. Students were tested immediately following each session and were retested nine days later. Analyses indicated that students' initial reading level was the most significant factor. Treatment was significant only in session one for delayed recall. (Author/AA)