A study examined the efficacy of using various types of worksheets (representative of those typically used in instruction) that had been specifically designed to elicit differing achievement effects and to promote cognitive processing at the semantic level. Fifth grade students from five classrooms were divided into groups of high, middle, and low reading levels and were randomly assigned to one of three treatment groups, each based on worksheet type. The worksheet types were intended to reflect levels within various taxonomies of cognitive skills. Specifically, they were (1) those designed to elicit recall of factual information or details ("drill"); (2) those designed to promote application, analysis, synthesis, or evaluation of factual lesson material ("comprehension"); and (3) those requiring the student to locate and write main ideas appearing in the text ("structuring"). Following a week of instruction, the students were administered an achievement posttest. Results showed that high level readers in the drill and comprehension groups performed better on recall test items than did high level readers in the structuring group, high level readers in the drill group outperformed high level readers in the comprehension and structuring groups on comprehension items, and low level readers in the drill and comprehension groups performed better on recall items than did low level readers in the comprehension group. Overall, the findings for treatment were nonsignificant. (FL)