Examines and rejects two traditional assumptions about fluent reading: that identification of letters is necessary to identify words; and that identification of words is necessary to comprehend. Proposes that identification and comprehension are two separate tasks and that a reader comprehends because he reads for meaning in the first place. (MB)

Argues that children will make mistakes in interpreting adult activities in reading biographies, although their role-taking abilities improve as they grow older. Gives suggestions to authors for making biography more comprehensible and useful to the child. Bibliography. (RW)