ABSTRACT
The causes of high and low reading achievement have been explained in previous chapters using the causal model outlined in Chapter 1. This final chapter will summarize (a) the causal model, (b) the modified causal model as it applies to advanced readers, (c) the rauding system for diagnosing disabilities and handicaps, (d) the less important factors that are not in the causal model, (e) the rauding approach to reading instruction and how it compares to other approaches, and (f) the interconnections among the theoretical constructs in rauding theory. Conclusions will also be drawn based upon the theory and research evidence given in earlier chapters.
