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

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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]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reading fluency: implications for the assessment of children with reading disabilities.
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  Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. 2010, Vol. 60 Issue 1, p1-17. 17p. 3 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Oral+reading%22">Oral reading</searchLink><br /><searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+speed%22">Reading speed</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition+ability+testing%22">Word recognition ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Phonological+decoding%22">Phonological decoding</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+people+with+dyslexia%22">Education of people with dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22Patients%22">Patients</searchLink>
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  Data: 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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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Reading disability
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              Text: 2010
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