Many models of reading suggest that comprehension processes depend on the interaction among key internal and external variables. Although the reader and the text represent the most critical of these variables, secondary factors like the reading setting can also influence the way individuals interpret text (Carey, Harste, and Smith, 1981).

The research reported here examines one aspect of the reading setting - auditory background. Inter- mediate level students were exposed to three auditory backgrounds while reading (no music, classical music, and rock music), and their subsequent comprehension performance was measured. The classical music condition produced better performance than either no music or rock music, and the no music condition generated more retention than did rock music.