There are variations in the extent to which particular types of inferences or activations are made during reading (G. McKoon & R. Ratcliff, 1992; M. Singer, 1994). In this study, the authors investigated the influence of reading purpose (for entertainment or study) on inference generation. Participants read 2 texts aloud and 2 texts for comprehension measures. Reading purpose did not influence off-line behavior (comprehension) but did influence on-line reader behavior (thinking aloud). Readers with a study purpose more often repeated the text, acknowledged a lack of background knowledge, and evaluated the text content and writing than did readers with an entertainment purpose. This pattern was stronger for the expository text than for the narrative text. Reading purpose, and possibly text type, affects the kinds of inferences that readers generate. Hence, inferential activities are at least partially under the reader's strategic control. In this study we examined the influence of reading purpose on the type of inferential activities that readers perform. More specifically, we examined the effects of a particular reading purpose (for study or for entertainment) on comprehension behaviors during reading. Researchers have done a considerable amount of work on inference generation in reading. Some investigations (e.g., Graesser, Singer, & Trabasso, 1994; O'Brien, Shank, Myers, & Rayner, 1988; see Singer, 1994, for a review) are based on speeded techniques in which one element is probed for activation during reading. Other investigations of inference generation (e.g., Pressley & Afflerbach, 1995; Trabasso &
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