The Structure of Reading Rev)iness Ability

The development of .a research model to aid in the understanding of the hierarchical structure of reading readiness 'is described. Data were obtained by testing 218 first graders from three elementary schools with the Frostig The product moment method was used to compute the intercorrelations among the 35 variables. After' an examination of the loading of the subtest variables, four large common factors, listed in order of increasing correlation with the factor best representing reading achievement, could be ordered as follows: (1) perceptual organization, (2) auditory-visual discrimination, (3) verbal association, and (4) verbal comprehension. Both a horizontal and a vertical plane were developed in this model. It is suggested that the order of the skills on the vertical plane would also develop horizontally and might or might not contribute to the achievement level of a higher order dependent upon the type of achievement measured. Questions for further investigation are posed. and references at'e included. (CM)