To determine whether there may be differential age correlates of reading ability, 130 children in Grades 1 through 3 were tested on five component reading skills, with results correlated moderately with both teachers' ranking and objective reading test scores at each age. Greater involvement of auditory-sequencing skills was found in younger than in older readers, with visual-sequencing skills apparently being of importance in reading at all three ages. Visual and auditory space performance, although significantly correlated with reading at all age levels, tended to diminish in importance in later ages.
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