Knowledge of words has long been established as one of the most important factors in reading comprehension. However, there has not been an overarching position on how effectively unfamiliar words should be treated in the course of reading. A study of the Nigeria Primary School English language curriculum established that while provisions are made to teach new words and also to use context clues to deduce meanings of misunderstood words in texts, no provision is made to train students on the necessity of identifying and consciously clearing misunderstood words to aid comprehension as espoused in Study Technology. Using the Quasi-Experimental design on 45 Primary School Leavers currently in JSS1 of Solid Foundation Academy, Pankshin, Plateau State, Nigeria, the study investigated the centrality of word consciousness and direct word treatment procedure as enunciated in Study Technology to a meaningful and useful text comprehension. Results indicated that only (11.1%) of the sample were aware of the necessity of using the dictionary to clear their misunderstood word to facilitate proper comprehension of reading texts. Also, there is an improvement and certain level of relationship between pre- and post-word knowledge and comprehension among the school leavers with mean scores of 1.07 and 6.27 for Pre and Post word knowledge and comprehension levels respectively; and a level of relationship of 0.137. Further, results revealed a decrease in the percentage of zero and literal understanding with an increase in full understanding after the application of word treatment technology at post-word treatment. It was concluded that there is a significant difference between the pre and post word treatment of specific word knowledge and comprehension with mean difference of 5.20 out of 10. Trainings in the treatment of Misunderstood Word as a barrier to proper understanding of texts as contained in Study Technology was recommended for inclusion in the Upper Primary School curriculum.