This study investigated a psycholinguistic model of reading comprehension which attempts to relate readers' conceptual backgrounds to their ability to process syntactic structures. Specifically, the questions addressed involved the interaction between cognitive organizers and active and passive voices of verbs. Subjects included 409 third graders, 529 fourth graders, and 425 sixth graders who were randomly selected from ten elementary and two middle schools in Pasco County, Florida. Assessment of the effect of the independent variables on reading comprehension revealed that no significant interactions existed between voice and organizer and that no significant effects due to voice of verbs used in the recall questioning could be proven. In addition, no effects due to presence or type of cognitive organizer were established. Post hoc analyses indicated that all control groups scored significantly above their expected chance levels and that not all experimental groups scored higher than their corresponding control groups. Several reasons were postulated for the lack of effects: the children's developmental characteristics, difficulty of the reading passages, level of cognitive operation required, and so on. (Author/KS)