A study was conducted to examine the effects of prescribing the use of some specific reading strategies on comprehension. The effects of such prescription on the interactions among instructional method and a number of individual difference variables were also investigated. Subjects were 140 high school students randomly assigned to read a text passage displayed on microcomputers in one of four conditions: (1) required review of main text if response to adjunct questions was incorrect; (2) required review of an alternate, easier text if the response to adjunct questions was incorrect; (3) optional review; and (4) reading without adjunct questions. In each of the conditions students also had access to a number of other macroprocessing options. Pretests and posttests were also administered, including the Nelson-Denny reading test, a worry-emotionality scale, a test anxiety scale, and a scale assessing prior knowledge of the topic in the reading passages. The results indicated that the required review groups outperformed the others on text relevant to the adjunct questions, and also differed significantly from the other groups in the number of reviews. Significant interactions among treatment, prior achievement, and anxiety measures were also obtained. Students' self-report of reading strategies were found to be unrelated to options use. (Tables of data, a copy of the reading habits scale, and a 4-page list of references are included.) (HTH)