ABSTRACT
The causal model of high and low reading achievement has stimulated a new approach to reading instruction; it is called the rauding approach. This approach is quite conventional in the sense that it encourages children to leaen to spell all the words they know, and it encourages book reading. However, the rauding approach is also a radical one in the sense that (a) it does not encourage students to guess at the pronunciation of words, either from context or from phonics rules, and (b) it depends upon a computer for practical implementation. It should be pointed out that the computer has been used to teach skills related for reading for over 25 years (e.g., see Atkinson, 1974), so the rauding approach may also be considered as conventional from this standpoint.
