4. Evidence for Readers' Representation of Context Model and Task Model Elements -- 5. Summary and Conclusions -- 6. RESOLV Processing Decisions -- 1. Overview -- 2. Routine Decisions -- 2.1. Assumptions Underlying Routine Decisions -- 2.2. Decision Types -- 2.2.1. Do I Need External Information? -- 2.2.2. Is Current Information Goal-Relevant? -- 2.2.3. Is the Goal Satisfied? -- 3. Non-Routine Decisions -- 3.1. Decisions Related to Actions -- 3.1.1. Get Action -- 3.1.2. Change Action -- 3.1.3. Select Action -- 3.2. Decisions Related to Goals -- 3.2.1. Get Goal -- 3.2.2. Change Goal -- 3.2.3. Select Goal -- 4. An Example of Routine and Non-Routine Processing Decisions in a Simple Reading Task -- 5. Summary and Conclusions -- 7. Family of Hypotheses Derived from RESOLV -- 1. Parsing the Context Hypothesis -- 1.1. What It Is and Its Effects on Reading -- 1.2. Predictions -- 1.3. Implications -- 2. Task Model Guidance Hypothesis -- 2.1. What It Is and Its Effects on Reading -- 2.2. Predictions -- 2.3. Implications -- 3. Goal-Structures Hypothesis -- 3.1. What It Is and Its Effects on Reading -- 3.2. Predictions -- 3.3. Implications -- 4. Minimal Task-Elaboration Hypothesis -- 4.1. What It Is and Its Effects on Reading -- 4.2. Predictions -- 4.3. Implications -- 5. Personal-Goal Hypothesis -- 5.1. What It Is and Its Effects on Reading -- 5.2. Predictions -- 5.3. Implications -- 6. Summary and Conclusions -- 8. Fostering Effective Reading Strategies -- 1. RESOLV Implications for Reading as a Skill -- 1.1. When Do Readers Really Start Reading? -- 1.2. What Guides Readers Through a Text? -- 1.3. What Do Readers Need to Know in Order to Make Good Reading Decisions? -- 1.4. How Is All This Specific to Reading? -- 2. Perspectives for Curriculum Development and Instructional Intervention -- 2.1. Teaching Advanced Reading Skills Throughout the Curriculum