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The five levels could be used to explain some issues for reading. For example, schema theory or some framework for comprehension is more suitable if individuals are reading to learn instead of reading for general comprehension. Rauding theory makes predictions about which skills are emphasized by reading at different rates and for different purposes. It is helpful if the teachers could give students meaningful reasons to read and to raise their awareness about how they can read to reach different goals.

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Overall reading efficiency is mostly reading rate (decoding skills and general cognitive processing skill) and reading accuracy (decoding skills and comprehension skills).

There are five different levels of reading and each level is related to a specific reading rate and relevant cognitive processes which are activated.

The rauding process involves sentence comprehension and requires the components of lexical access, semantic encoding, and sentential integration.

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As time pressure may change how students read and which processes they are depending on, standardized test reading may be much different from extended reading. The compensatory-encoding model could be used to explain individual differences in the development of reading fluency. For example, during an activity (vocabulary activity at the middle school level) where students have to use surrounding clues  to fill in the blanks, when there is no graphic information to use as examples, the syntactic processor is able to compensate and help the student to figure out the missing word without graphic information.

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The reader compensates inefficiencies by relying on other skills or processes to allow comprehension to continue. Goal checking, monitoring comprehension and reading-strategy use could facilitate comprehension if other areas are weaker, such as slow word recognition, spelling problems, and weak phonological knowledge. Readers could engage in higher-level processes when the reading task does not place time pressure on them, but when time pressure is added, compensatory processes will be constrained and lower-level processes are strengthened.

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The process of shifting explains why less-skilled readers have problems remembering recently comprehended information. They may suppress the wrong information and teachers should give students exercises to build organization of ideas and improve their skills of sorting out information.

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When reading, the text building process lays a foundation for comprehension. As more text is processed, key information is mapped onto the foundation. When the information is new, a new foundation structure is laid and will be linked at a later time. Information that is not useful is suppressed and information that is textually relevant is enhanced.