Focusing on providing an interdisciplinary framework, the papers in this monograph attempt to synthesize knowledge about comprehension from the points of view of cognitive psychology, textlinguistics, artificial intelligence, and sociolinguistics, as well as from the more conventional perspective of language education. Papers include "Comprehension as Setting" (Jerome Harste and Robert Carey); "Toward Understanding Comprehension: An Examination of Systems" (Robert J. Tierney and others); "Reading is Recognition--When Reading is Not Reasoning" (J. Jaap Tuinman); "Overt Indications of Reading Comprehension: Product and Process Considerations" (William D. Page and Richard T. Vacca); "Cloze Restoration, Recall and Discourse Processing in Middle Grade Readers" (Sandra M. Gould);"Measures of Comprehension: Independence and Implications" (Pat Rigg and Elizabeth Taylor); "Retellings as Measures of Comprehension: A Perspective" (Sharon L. Smith); "Comprehension and Predictability: An Analysis of Beginning Reading Materials" (Lynn K. Rhodes); "Some Basic Notions about Reading Comprehension: Implications for Teachers" (Robert J. Tierney and Rand J. Spiro); "Bridging the Gaps in Reading: Respect and Communication" (Kenneth S. Goodman); and "Methodological Concerns in Comprehension Research" (P. David Pearson). (RS)