Annals of Dyslexia

, Volume 60, Issue 1, pp 1–17

Reading fluency: implications for the assessment of children with reading disabilities

Authors

    • University of Memphis
  • Juliana S. Bloom
    • The Children’s Hospital of Philadelphia
  • George W. Hynd
    • Arizona State University
Article

DOI: 10.1007/s11881-009-0031-z

Cite this article as:
Meisinger, E.B., Bloom, J.S. & Hynd, G.W. Ann. of Dyslexia (2010) 60: 1. doi:10.1007/s11881-009-0031-z

Abstract

The current investigation explored the diagnostic utility of reading fluency measures in the identification of children with reading disabilities. Participants were 50 children referred to a university-based clinic because of suspected reading problems and/or a prior diagnosis of dyslexia, where children completed a battery of standardized intellectual, reading achievement, and processing measures. Within this clinical sample, a group of children were identified that exhibited specific deficits in their reading fluency skills with concurrent deficits in rapid naming speed and reading comprehension. This group of children would not have been identified as having a reading disability according to assessment of single word reading skills alone, suggesting that it is essential to assess reading fluency in addition to word reading because failure to do so may result in the under-identification of children with reading disabilities.

Keywords

AssessmentDyslexiaPhonological processingRapid namingReading disabilityReading fluency

Copyright information

© The International Dyslexia Association 2009