A multiple-baseline design was used to evaluate the effects of the Title, Examine, Look, Look, and Setting (TELLS) prereading procedure on reading comprehension in 3, ninth-grade students with reading skills deficits. Results suggest that the TELLS procedure enhanced both comprehension levels and rates across all three students. These comprehension skills, however, did not appear to generalize across passages, suggesting that TELLS may be an effective, but not a particularly efficient prereading strategy. Additional studies are needed to determine if the TELLS procedure can cause meaningful increases in generalizable reading comprehension skills. Discussion focuses on applied and theoretical implications and directions for future researchers. C 2010 Wiley Periodicals, Inc.