Based on an extensive review of literature on the depth of comprehension approach, a study was conducted to induce various degrees of depth of processing at the semantic inferential level through orientation tasks. It was hypothesized that the most superficial reading would occur for "error correction" and the deepest reading would be done for "critical evaluation." In between the two would lie "summarization,""reproduction," and "comprehension." Eighty college students read a technical text consisting of three main parts framed by an introduction and summary and containing orthographic and typing errors. Subjects were then asked to reproduce in writing as much of the text as they could remember and to complete a comprehension test. Analyses results indicated that the postulated ranks of orienting tasks in the hypothesis and thus depth of comprehension were not immediately visible. Prior knowledge was a relevant variable in text processing. Task orientation influenced the thematic coherence and organization of reproduction. While the study confirmed the difference between low-semantic and high-semantic orientation tasks, it was unable to do the same for the differentiation of depth of processing at the semantic-inferential level. Tables of data and a 6-page bibliography are included. (HTH)