The present study investigated the relationship between rapid recognition of individual words (Word Recognition Test) and two measures of contextual reading: (1) grade-level Passage Reading Test (IRI passage) and (2) performance on standardized STAR Reading Test. To establish if time of presentation on the word recognition test was a factor in predicting contextual reading performance, four computerized presentation times were used: 300 msec, 650 msec, 1000 msec, and 2000 msec. Regression analyses revealed that, for both third- and fourth-grade students, there was evidence that presentation times of less than 1 second better approximated performance on the two contextual reading measures. (Contains 4 tables and 1 figure.)