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Reading management systems, designed to facilitate planning and monitoring of individualized instruction, are based on the concept of prerequisite skills. For this investigation specific skills from the word-attack component of the Wisconsin Design for Reading Skill Development have been selected in order to investigate whether these skills are indeed prerequisite skills for competence in reading. If these skills are prerequisite skills, one should not find competent readers who lack them. (It is important to caution, however, that even if competent readers have certain skills, these skills are not necessarily prerequisite to reading competence. It is possible that competent readers acquired these skills after or as a concomitant to learning to read.)

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