An example of reader, writer, and text transaction and interaction may be seen in a study that examined story grammar and applied propositional analysis, cohesive analysis, and miscue analysis to one reader and one text to determine comprehension. A third grade boy read and then retold the story "The Accident." The miscues were marked, coded, and analyzed. This analysis revealed that (1) the reader's retelling of the text was of lower quality as more miscues were made; (2) a high percentage of miscues was made; (3) a high percentage of miscues resulted in loss of comprehension in that portion of the text; (4) the relationship between the density of propositions in the text and the number of miscues reduced meaning; (5) when there was repetition in the text and it was not read with many proposition miscues, miscues did not reduce comprehension as indicated in the retelling; and (6) the number of ties and types of ties (immediate, mediated, and remote) had little effect on comprehension and quality and quantity of miscues. The results indicate that analysis using story grammar, propositional analysis, miscue analysis, and cohesive analysis can be applied to the interaction between author (text) and reader to determine the effects or lack of effect on comprehension, to select texts with predictable structures, to diagnose readers' strengths and weaknesses in reading, and to plan instructional activities related to texts. (A copy of the story with marked miscues and transcripts of the reader's retelling of the story are included in the appendix.) (HOD)