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

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Bibliographic Details
Title:	Reading fluency: implications for the assessment of children with reading disabilities.
Authors:	Meisinger, Elizabeth B., Bloom, Juliana S., Hynd, George W.
Source:	Annals of Dyslexia. 2010, Vol. 60 Issue 1, p1-17. 17p. 3 Charts.
Subjects:	Oral reading, Fluency (Language learning), Reading disability, Reading comprehension, Reading speed, Word recognition ability testing, Phonological decoding, Education of people with dyslexia, Dyslexia, Patients
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. [ABSTRACT FROM AUTHOR]
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Database:	Psychology and Behavioral Sciences Collection

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	07369387
DOI:	10.1007/s11881-009-0031-z