A study examined the use of lookback strategy (selective rereading of text material to clarify inconsistent information) employed by good and poor readers attempting to monitor their own reading comprehension. Using microcomputers, narrative and expository texts containing inconsistencies were presented one line at a time on a "page" of screen. The reading times, use of lookbacks, and verbally reported identification of inconsistencies of five classes of fifth grade pupils were examined. Results for both types of text in the three areas measured indicate the following: (1) good readers spent less time on text than did poor readers, and both groups spent less time on lookbacks than on text; (2) good readers used lookbacks more often and more strategically than did poor readers; (3) when reading expository text, poor readers used a similar number of lookbacks regardless of the presence of inconsistencies; and (4) good readers more readily identified more inconsistencies than did poor readers. Strategic use of lookbacks, rather than reading time, appears to be a sensitive behavioral indicator of good readers identification of inconsistent information, whereas neither reading time nor use of lookbacks appears to relate to poor readers' verbal identification of inconsistencies. A list of references and tables of data conclude the report. (LLZ)