' This paper was read at the Annual Conference on Reading held at the University of Chicago, July, 1946, the Proceedings of which will be published by the University of Chicago Press. ing problem-solving had been tried, it was decided that the most fruitful method would probably be one in which the students attempted to "think aloud" as they attacked the problem. Since we wished to compare and analyze the differences in the problem-solving of several students on a variety of problems, an individual interview situation was arranged, in which the interviewer attempted to make as complete a record as possible of what the student said and did. In