A study investigated the effect of a prereading strategy on the reading comprehension of foreign language students. Subjects were 62 French students in 5 classes at 3 suburban high schools. A rotation design was used within each class. A reading in the target language was assigned twice a week for two weeks. The treatment sample went through a prereading exercise by completing in writing an anticipation guide. The control group proceeded directly into the reading. To measure comprehension, both samples answered five multiple-choice questions after each reading. Mean scores were compiled and compared. The t test indicated no significant difference in the level of comprehension of the control and treatment samples. (Author)