Experimental manipulation of reading strategies.

College undergraduates read a series of passages each followed by the same type of questions. Groups receiving different questions adopted different reading strategies, picking up different types of information. Factual and higher-order strategies were very similar,.'15ayoff conditions influenced reading speed. For students reading for factual and higherorder information, reading speed affected the amount of incidental information gained, but had no effect on the types of information for which they were specifically reading.