Abstract
The sensitivity of the reading-storage technique as a measure of gain during reading was investigated. Gains on this test were related to three other variables–passage difficulty, reader ability, and the understanding judgments of readers themselves. Reading-storage tests on 16 prose passages were administered to about 600 students in Grades 4–12. The passages ranged in difficulty from beginning reader level to college level. After reading a passage, the 5s made understanding judgments and took a reading-storage test on the passage. The same tests were given to other Ss who had not had the opportunity to read the passage first. The gain on the reading-storage test between nonreading and reading was highly correlated with understanding judgments. It was concluded that the reading-storage test was sensitive to the gain due to reading as long as the difficulty level of the material was approximately equal to the reading ability level of the individual.