Abstract
Two groups of poor readers, age 12 to 15 yr., were trained in rapid decoding of words presented either individually or in context ( n = 20). 20 good and 20 poor readers provided additional untrained control groups. It was predicted, from theories of the integration of reading skill, that training would produce benefits in comprehension, especially for the subjects trained with words in context. Analysis showed that both trained groups significantly increased their reading rates. Improved comprehension scores were noted among all four groups, due to a general practice effect. However, context-trained subjects did not differ from the subjects trained with individual words, on either speed or comprehension.
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