This research study used Vygotsky's (1978) "zone of proximal development" and Wertsch's (1979) "levels of social interaction" as an alternative to Markham's method for describing a child's awareness of implicit inconsistencies in an essay. Two different essays with implicit inconsistencies were read to 30 third-grade and 30 sixth-grade students in a New Jersey elementary school, who were randomly selected from children falling within one of three reading achievement levels. Results supported the hypothesis that the student's level of social interaction varied with the grade level. Sixth graders tended to function independently, while third graders needed adult directives to complete the task. An analysis of the sequence of essay presentation indicated that the student's level of social interaction on the second essay was dependent upon the student's level on the first essay, regardless of essay content. Reading achievement level was not associated with the level of social interaction. Results are discussed in relation to two of Vygotsky's themes: inter- and intra-psychological functioning and zone of proximal development. A two-page list of references and tables of statistical data are appended. (Author/RH)