As the final report of a 2-year research project, this document covers work on the development of a model of anaphora and its implications for a theory of writing development. The report outlines results from a series of experiments that specified several functions of pronouns in prose and that tested hypotheses concerning the development of anaphora in good and poor elementary and junior high school writers. Section one of the report discusses a series of experiments that study the functions of pronouns and repeated noun phrases in text comprehension. Section two describes studies on the development of these pronominal functions in children's narrative writing. Section three reports on several experiments examining children's skill in revising ambiguous pronouns and repeated noun phrases. Section four discusses methodological issues concerning sample selection and the effects of various stimulus materials on children's output. Seven appendixes contain reports of the research cited in the text. (RL)