Writing, editing, and printing texts for schools has been the accepted role of publishers, while text researchers have concentrated on typography, content, and readability. The hundreds of readability formulas now available make readability the most sophisticated of these three areas. Research in reading comprehension suggests that publishers should consider factors other than readability when writing or editing texts, such as reading preferences, incentives, reading interests, and prior knowledge. Text researchers need to develop methodologies which (1) allow readers to study textual materials that are directly relevant to their current goals, (2) allow researchers to study the processing involved in longer text passages, (3) allow researchers to monitor actual studying activities as the readers are processing the text, and (4) allow researchers to assess the influence of various text design features and modifications. One such methodology involves producing booklets with chapters from student texts, some with questions inserted in the text, some without. The reading materials are placed on a platform with a mirror that reflects eye movements of the reader into a videotape camera placed above the reader's shoulder. Despite limitations, this methodology may be helpful to both text researchers and publishers. (HTH)