A study examined the results of an administration of a series of theoretically based prototype tests to 857 high school students in California, New York, and Wisconsin. By revising the existing framework of a prior study, tests were devised which attempted to measure three interrelated aspects of school literature: background knowledge, the ability to read and to articulate a written response, and preference (concluding aesthetic judgment of texts and general habits and beliefs concerning literature.) Results indicated that the three subdomains of knowledge, practice, and habits or preferences were more distinct than related, tending to interpenetrate each other to a lesser extent than curriculum planners and theorists might predict. Results also showed that knowledge affected practice but was not a substitute for it, the same being true for interests and qualities of reading. Results further demonstrated a distinction between demonstrating understanding of a text and articulating a sustained response to a text, and that reading and answering someone else's questions and writing out one's own understanding of a text were related but hardly equivalent. (Eight tables of data and 21 references are included; 4 appendixes provide a note on item classification, sample measures of the domain of literature learning, scoring guidelines and scale, and supplemental tables.) (PRA)