Abstract
Abstract Analyses of a set of data relating to the reading achievement of second graders reveal that the amount of reading activity is strongly related to reading achievement as measured by a standardized test. The strong influence is indicated by results of correlational and regression analyses. In comparison with IQ, the influence of the amount of reading activity is shown to be much more substantial as a factor in reading achievement. More specifically, approximately 60 to 70% of the variance in reading achievement is accountable by the amount of reading activity, while only 22 to 25% is accountable by IQ difference. The finding is particularly significant and reassuring in that the amount of reading activity, the more potent factor, is the one that is more readily manipulable.
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