ABSTRACT
Obviously, successful readers think as they read. In fact, some reading educators have been bold enough to suggest that reading is nothing more or less than thinking about information that happens to have been presented graphically on a printed page (e.g., Russell, 1961; Smith, Goodman, & Meredith, 1970; Stauffer, 1972). Yet, at a more specific level, we have yet to identify the dimensions of thinking involved in reading and comprehending. To do so involves a thorough understanding of those factors that influence comprehension. From this understanding a clearer set of relationships between comprehension and thinking can emerge.
