The interface between unitary hypothesis and componential approach to testing reading skills: do subjects show similar levels of performance with respect to specific reading sub-skills in tests representing both theories? Descriptive correlational study

Table 3 Word level sub-skills performance of different ability groups

No	Sub-skills	No of test items	Scores achieved
No	Sub-skills	No of test items	High scorers		Average scorers		Low scorers
1	Interpreting lexical cohesion	5	53	82%	87	76%	65	57%
2	Guessing meanings of words from context	5	61	94%	76	66%	30	26%
3	Identifying referents/antecedents	6	62	79%	88	64%	51	37%

^*N = high scorers 13; average scorers 23; low scorers 23
Expected scores: high scorers 65/78; average scorers 115/138; low scorers 115/138