Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. This paper describes the theoretical framework that formed the guiding foundation for the development of Headsprout[R] Reading Comprehension and to the authors' approach to understanding and teaching thinking. The interpretation and analysis framework presented here has been used to effectively design and produce a program that changes how children think about text. (Contains 7 figures and 5 footnotes.)