Presents a theory which describes the process of reading comprehension under typical reading conditions. Typical reading comprehension is considered to be a special case of a more general language comprehension phenomenon called "rauding."

Reanalyzes data collected in a 1990 study on factors in reading ability to see whether the three individual difference factors advanced in rauding theory were also detectable in the data from the earlier study. Finds support for the three rauding ability factors. (SR)

Responds to preceding criticisms (see same issue) of Hill and of Pearson and Kamil to presentation of Carver's theory of reading comprehension, also published in this issue of "Reading Research Quarterly." (JM)

Presents theoretical framework underlying "rauding" theory and how the theory relates to one second, one minute, and one year of reading. Reviews the three laws and two primary equations of rauding theory. Presents detailed explanation of a causal model of reading achievement that is relevant to one year of reading. Explicitly unifies…

Investigates whether reading ability improves when students read relatively easy library books. Compares reading achievement of students in grades three, four, and five who read books at either above or below their reading level. Finds no evidence that either group gained in reading ability. Notes that later empirical evidence indicated no actual…

Investigates the relationships among pronunciation level (decoding), verbal level (listening), and accuracy level (reading) in grades 1 to 6, and for students who are in the advanced phase of decoding. Finds that the level of reading accuracy of students can be improved the most throughout grades 1 to 6 by emphasizing instruction that will improve…

Concluded that the reading-storage technique deserves consideration as an objective measure of the primary effect of reading. (RB)

Results of a study of the reading rate of 435 students varying from grade four through college support the theory that individuals typically read at a constant rate rather than adjusting their rate to the difficulty level of the material. (AEA)

The reading storage test and the paraphrase test were compared to determine the extent to which each test was sensitive to the comprehension of prose passages as opposed to word memorization. (HOD)

Investigates causes of high and low reading achievement among elementary students using a causal model. Finds support for the model. Notes an implication of the model is that teaching and learning relevant to improving listening comprehension and word identification proximally affect verbal knowledge and pronunciation knowledge, and distally…

Concludes that the Reading-Storage Test is a valid indicator of the primary effects of reading when compared to various cloze techniques. (RB)

Reviews 11 studies originally analyzed by Bergquist to support the contention that children can be trained to increase their reading rates without any loss of comprehension along with more recent work. Concludes that rapid reading results in a decrease in the accuracy of comprehension. (FL)

Finds no support for a widely-held theory relating redundancy to reading rate and eye movements. (Author/RB)