Using computer controlled text presentation that permitted the measurement of reading time for individual sentences, a study tested two hypotheses concerning how schemata guide reading comprehension. The focusing hypothesis suggested that the schemata activated by the reader's perspective might identify relevant information to which additional processing would then be directed. The slot-filling hypothesis suggested that the schemata would provide a structure to which relevant information could be readily assimilated with no additional processing. The 106 subjects read and recalled a passage from one of three assigned perspectives (burglar, homebuyer, control). The effect of "naturally occurring" perspective was tested by recruiting subjects from a real estate class, an educational psychology class, and a police training institute. The results confirmed the powerful role of perspective in determining perceived importance and likelihood of recall. Consistent with the focusing hypothesis, readers spent more time on sentences containing information important to their perspective. (Author/RL)