To assess the compatibility of miscue analysis and recall analysis as independent elements in a theory of reading comprehension, a study was performed that operationalized each theory and separated its components into measurable units to allow empirical testing. A cueing strategy model was estimated, but the discourse processing model was broken down into a content submodel and a structure submodel. Subjects, 94 fourth grade students, orally read a selection called "Space Pet" from the Reading Miscue Inventory, and then retold the story in his or her own words. Tape recordings were made of the reading and recall, then transcribed and coded for analysis. Factor analysis confirmed the existence of two distinct cueing strategy components--grapho-phonic and syntactic-semantics strategies--while regression analysis showed that the reader's ability to generate new knowledge from information rather than to recall verbatim was important to comprehension. In addition, results showed that children used three types of connectives to describe, associate, and integrate and that concatination, association, and synthesis were used by readers with new information. Finally, it was found that the syntactic-semantic and synthesizing strategies were most important in comprehension. (CRH)