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

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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.

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Authors and Affiliations

  1. University of Memphis, Memphis, TN, USA

    Elizabeth B. Meisinger

  2. The Children’s Hospital of Philadelphia, Philadelphia, PA, USA

    Juliana S. Bloom

  3. Arizona State University, Phoenix, AZ, USA

    George W. Hynd

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  1. Elizabeth B. Meisinger
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  2. Juliana S. Bloom
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  3. George W. Hynd
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Correspondence to Elizabeth B. Meisinger.

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This project was supported in part by a grant from the National Institute for Child Health and Human Developmental, National Institutes of Health (NICHD/NIH no. 26890-06).

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Meisinger, E.B., Bloom, J.S. & Hynd, G.W. Reading fluency: implications for the assessment of children with reading disabilities. Ann. of Dyslexia 60, 1–17 (2010). https://doi.org/10.1007/s11881-009-0031-z

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