THIS STUDY was primarily addressed to the question: What individ ual differences exist in age of learning to read? Three related ques tions were also investigated: What sex differences occ ur in age of learning to read? What is the relationship between age of learning to read and intelligence ? What is the relationship between age of learning to read and reading achievement in the sixth grade? A study of these questions should serve to extend current knowledge regarding the natur al variation which occurs among children in learning to read, and to demonstrate again the need for suiting instruction to the individual. The data for this study were obtained from records whichare avail able on children who have attended the University Elementary School at the University of Michigan. These records include, along with much other information, the results of periodic reading and mental tests. Records were identified for 142 boys and 175 girls who received all of their early reading instruction in the University Elementa r y School This sample is adequate to yield a reliable picture of the reading per formance of children in this particular school, but the results obtained cannot be construed as representing the elementary-school population at large, partly because the present subjects were above average in in telligence and partly because they were taught to read by an unconven tional method. But more of that later. What remains to be said about the conditions and techniques of this study will be reported in conjunction with the results.
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Anderson et al. (1956) studied this question.