The present study compared the effectiveness of two types of headings as prose processing aids. 210 students of grade IV were equally assigned into seven groups: Intact heading alone, embedded heading alone, intact and embedded headings together; each with and without specific instructions and a control group. The comprehension level achieved by each group of subjects was measured once immediately after reading an unfamiliar text and again after seven days' interval by employing parallel test forms. The results showed superiority of embedded headings as a processing aid. Specific verbal instructions employed did not have any effect on comprehension.