The reading strategies of twenty-four tenth grade subjects were analyzed to obtain information about the reading process. Subjects were assigned to one of eight conditions formed by the combination of two levels of three factors, a 2x2x2 modified factorial design. The three factors were: proficient and non-proficient readers, readers with high and low interest, and straight-forward and abstract style material. Each subject read one story and verbally described an interpretation of the story and/or reading behavior at predetermined points of the story. The subjects' responses were analyzed for content relating to the use of reading strategies. Results showed that readers in each condition used the same strategies. The frequency of use of certain strategies, however, was found to be related to the three factors. Proficient readers, readers with straight-forward style material, and readers with high interest in their study made the most responses. The most important implication of this study is that reading behavior cannot be accurately assessed or predicted without considering the effects of the interaction of the three factors in this study. (Author/TS)