The results of the three studies reported indicate that a measure of simple oculomotor skill, relatively uncomplicated by cognitive and motivational factors, can be obtained by photographing Ss' eyemovements as they read digits with a set for speed. This simple oculomotor skill is apparently well developed in students who are beginning reading instruction. Simple psychomotor tests probably cannot be used as substitutes for direct eyemovement measures and neither such tests nor measures of simple oculomotor skill relate very well to several measures of the elemental sub-skills involved in learning to read. Efficient eyemovement behavior during reading is primarily a result rather than a cause of good reading. Studies which attempt to isolate the key skills explaining the variability in children's success in beginning reading can, therefore, safely ignore measures of eyemovement.
