A study explored an application of rauding theory to the developmental components that contribute to elementary-age children's reading comprehension. The relationships among cognitive power, auditory accuracy level, pronunciation (word recognition) level, rauding (comprehension) accuracy level, rauding rate (reading rate) level, and rauding efficiency (reading comprehension rate) level were examined using structural equation modeling to confirm the model reported by R.P. Carver. The Kaufman Assessment Battery for Children (KABC) and the Kaufman Test of Educational Achievement (KTEA) subtests were used to operationalize the various constructs and the national normative samples were utilized for data analyses at grades 1-2, 3-4, and 5-6. Because rate measures were only available on the KTEA and a measure of listening comprehension only on the KABC, the Carver model was assessed at each grade level in 2 parts, with overlapping paths allowing cross-validation of some coefficients. For grades 1-2, the fit indices were above .95, indicating good model fit. One additional path was supported, from pronunciation level to rauding efficiency level. The fit indices for grades 3-4 were above .95, supporting the modified Carver model. Grades 5-6 analyses produced fit indices above .90, again supporting the modified Carver model. (Contains 32 references and 4 figures of data.) (Author/RS)