Parsimonious models of word recognition and reading comprehension were validated in a sample of third-grade readers. Word recognition was modeled as phonological awareness, decoding skill, and word processing rate. This model demonstrated the importance of unitization of letter clusters for efficient word reading. A curvilinear relation between word-processing rate and word recognition was also shown, and is interpreted as evidence that word-processing speed in excess of the rate necessary for adequate processing is not predictive of more accurate word reading. Reading comprehension was shown to be an additive model consisting of decoding and listening-comprehension skills. Results of the reading-comprehension model are consistent with the findings of Dreyer and Katz (1992) and Tiu, Thompson, and Lewis (2003). The word-recognition and reading-comprehension models demonstrate that the attainment of complex reading skills are associated with the development of expertise in more basic subskills of reading. These subskills can be taught to students by teachers who understand the complexities of the reading process. (Contains 4 tables and 1 figure.)