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…

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…