Only recently have attempts been made to systematically explore texts for the linguistic features that give continuity and coherence. Such research has potential meaning for the reading teacher if it can be shown that mastery of the linguistic mechanisms that create texts is a key to fluent reading. One cohesive tie is the process of anaphora (linking back to something that has gone before). A study of 230 English children in first and middle schools was conducted using cloze procedure to discover how fluent and nonfluent readers had mastered anaphoric processes as demonstrated by the use of pronouns. Those children who were fluent readers showed a much greater ability to cope with anaphora than did nonfluent readers. Research suggests that teaching of reading might concentrate not simply on the incremental process of letter-by-letter and word-by-word processing but also on helping the reader read within a holistic framework. (TJ)