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I would like to add a comment about reading speed and testing. As an adult, I was told I had a reading rate in the 200's, but as a child I almost always finished reading tests with time to check over my work. Since my grade equivalent scores were very high no one barred me from any accelerated study groups. My point is that *reading* rate is not necessarily the same as *processing* rate when one takes a test. I was aware of specific strategies for test taking and time management. One of the arguments I had with faculty about speeded testing when I worked as a testing researcher was that reading rate may not be the crucial factor in testing: the students may be spending inordinate amounts of time trying to figure out the answers to the multiple choice questions, which is a matter of test taking and reasoning rather than reading rate per se. When we work with these issues with our students, we have to be aware of the whole complex picture. Annette Gourgey [log in to unmask]