This final chapter in Part III reports investigations of strategies in reading comprehension. This research was originally undertaken as a way of testing whether the knowledge-telling model was on the right track. It was reasoned that if young writers actually do what the model proposes, then they ought to do something similar in reading. One of the experimental tasks, in fact, stands right at the intersection of reading and writing. It is the task of arranging sentences to reconstruct a text. Like reading, it involves making sense of already-formed written language; but, like writing, it involves the creation of a linear text out of nonlinearly arranged material (cf. Beaugrande, 1984b).