The theoretical framework laid out by Findlay & Walker has direct implications for central topics in research on saccades in reading and other cognitive activities and these in turn may also have implications to be considered in the context of Findlay & Walker's model. The present commentary focuses on the problem of selecting a target for a saccade. It is argued that there are indirect and direct top-down influences on this process and that direct influences are not adequately represented in Findlay & Walker's theory.