Two experiments suggest that a sharp increase in reading automaticity occurs during the first grade, but that by the end of the year the development of automaticity begins to level off. (HOD)

Discusses several factors of reading ability and their interrelationships at elementary, secondary, and college levels. (TO)

Examines factors related to the slower reading of text by reading-disabled compared to average readers. Finds phonological awareness and digit-naming speed consistently related to speed and errors on initial reading and on reading for a fourth time. Finds an independent relationship between phonemic sensitivity and fluency. (RS)

Merges the Simple View of reading with rauding theory by advancing a revision, called Simple View II. Presents empirical evidence that, when the Simple View II is merged with rauding theory, the result is a theoretical framework which includes interrelationships among all of the important constructs involved in reading ability, for students in…