The final report and a general summary of a research project that assessed the developmental differences in children's use of constructive reading strategies are presented in this paper. The five chapters of the final report offer descriptions of separate studies conducted in the following areas: children's metacognitive knowledge about reading; the ability of children to monitor, organize, and recall stories; comprehension monitoring in good and poor readers; inferential distance and children's memory for pictorial sequences, and comprehension strategies and repeated recall with good and poor readers. A statement of the major conclusions of the project is included. The general summary contains brief descriptions of the various studies. (FL)