Although the glossing of word meanings is a traditional practice in the preparation of foreign language reading materials, research establishing its value has apparently not been undertaken. Drawing its rationale from verbal learning research, this study was designed to investigate two forms of glossing and an attached word list in reading selections having low and high new-word densities for their effects upon vocabulary learning and reading comprehension. The results support neither the view that glosses facilitate vocabulary learning nor that they hamper it. The form of meaning presentation also does not appear to affect reading comprehension for the materials involved.