Abstract
Correlation matrices consisting largely of variables related to reading were corrected for attentuation or errors of measurement, and were factor analyzed separately for fourth graders, senior high school, and college undergraduate students. There were 283 students and 28 variables at the elementary level, 400 students and 46 variables at the high school level, and 126 students and 19 variables at the college level. The major results indicated that speed and comprehension in reading were separate factors at the college level but were combined into one factor of general reading ability at the two younger age levels. A separate factor of word analysis or word attack skills appeared for the two older age groups but was incorporated into the general reading ability factor at the elementary level. The reading comprehension or general reading ability factor at all age levels consisted of a large number of variables or skills that need to be learned in order to read well.