ABSTRACT
A high level of pronunciation knowledge is necessary for high reading achievement. Individuals who have a low pronunciation knowledge for their age are very likely to be low in reading achievement. Pronunciation knowledge, PL, is therefore a major factor affecting reading achievement. However, a high PL is not sufficient to guarantee high reading achievement because reading achievement is also affected by two other factors at Echelon 3 in the causal model, namely, verbal knowledge level, VL, and cognitive speed level, Cs.
