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The structure of the materials that readers encounter and the abilities and experiences readers bring to the act of reading affect the ease with which they comprehend the text. Good readers who are not lawyers or accountants will be slowed down, if not completely perplexed, by their first law briefs or tax forms. Conversely, those students who are In 167 trouble with reading should benefit from texts whose structure and story line are obvious to them.

To test this last assumption, one group of students using their basal reader and another group of students using predictable books in a reading lab for grades one, two , and three were pre- and post-tested to discern if their reading scores were affected by their respective experiences.

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