A study of informational text processing strategies and meaning construction among 4th- and 6th-grade children. The findings of two experiments are reported. It is shown that intricate relations hold between text processing activities and the students' recall reports. It is also found that 6th graders' recall performances, in contrast to 4th graders, are enhanced by think-aloud procedures. A heuristic for conceptualizing subjects' processing strategies and meaning construction is outlined.