Four readers, ranging in age from 62 to 82, were selected for intensive analysis of their reading strategies, habits, and interests. Interviewing provided demographic information and reading habits and interests. Each person read orally an unfamiliar expository selection rated at ninth-grade-level difficulty by the Dale-Chall Readability Formula and retold each story immediately following the oral reading. Miscues were recorded and analyzed using the Reading Miscue Inventory. Findings that some, but not all, readers were able to enhance their comprehension scores by relating the selections to their experiences indicate the importance of a relationship between a reader's experiences and the concepts presented in the material. Since readers indicated preferred locations and times for reading, the investigation proposes designated reading periods for reading instruction, as a means of internalizing reading into individual lifestyles. The report concludes that ability to comprehend does not insure comprehension; expository selections allow employment of language skills more effectively than do narrative selections; and accessibility of reading materials for these readers contributed to the independence of their lifestyles. (Author/RL)