This review, based on a survey of more than 1200 items in the research literature, begins by attempting to outline a theory of language comprehension and learning from language. A lengthy chapter is devoted to problems in the measurement of comprehension and of learning from connected discourse. Also considered, in successive chapters, are the role of various kinds of factors in promoting comprehension and learning from connected discourse--stimulus characteristics such as readability, listenability, vocabulary, grammatical structure, and logical organization-stimulus modality (audition vs. vision); manner of presentation; factors in learning and memory; and individual differences. Problems for further research are pointed out. (Author)