Consistent with the model's treatment of language as a
central, or common, component in the cognitive content of
an individual despite the mode of information reception
(ie., auding or reading), four hypotheses were derived.
These are:
- Performance on measures of ability to comprehend
language by auding will surpass performance on
measures of ability to comprehend language by reading
during the early years of schooling, until reading skill is
learned, following which time the ability to comprehend by
auding and reading will become equal.
- Performance on measures of ability to comprehend
language by auding will be predictive of
performance on measures of ability to comprehend language
by reading, after reading decoding skill is acquired.
- Performance on measures of rate of reading
and rate of auding will show comparable maximal rates of
languaging and conceptualizing, after reading decoding has
been developed.
- Training in comprehending by auding will
transfer to comprehending by reading, once the reading
skill has been acquired.
A review of relevant experimental data provided
support for each of the four hypotheses. Confirmation of
the hypotheses furnishes evidence for the developmental
model of reading-that reading is based upon, and utilizes,
the same conceptualizing and languaging competencies that
are used in auding (plus the additional competencies
necessary to convert the visual display into an internal
auditory display).
These findings give rise to the following implications: