A study investigated the effects on reading comprehension of guided imagery instruction before reading. Subjects, 25 third-grade student volunteers from a small Montana community, were given a vocabulary pretest to determine the effect of background knowledge. They were then randomly assigned to one of three treatment groups--read only, guided imagery, or non-related imagery--for three sessions. After reading the narrative text, the students completed a main idea statement and answered comprehension questions. Results indicated no significant differences among the three treatment groups. Results also indicated that the order of treatment made no apparent difference in the literal and interpretive level test scores. In addition, there appeared to be no difference in the type of treatment related to the distribution of main idea types. (Statistical tables and a figure are included; a data table, the vocabulary pretest, the guided imagery procedure and treatments, the posttest, and extensive references are appended.) (NKA)