“…For example, automaticity at the word level is thought to facilitate fluent reading by freeing cognitive resources for use in comprehension. Indeed, word reading ability is moderately to strongly related to fluency and comprehension within the literature (Barth et al, 2009, Berninger et al, 2010Ouellette & Beers, 2010;Vellutino, Fletcher, Snowling, & Scanlon, 2004;Vellutino et al, 2007). Although basic reading competencies such as phonological decoding and word reading are essential to comprehension for emergent readers, their contributions diminish across development and are less predictive of comprehension as children gain in proficiency and begin to encounter more complex texts (Floyd, 6 K. W. Price et al Meisinger, Gregg, & Keith, 2012;Jenkins & Jewell, 1993;Shinn, Good, Knutson, Tilly, & Collins 1992;Vellutino et al, 2007).…”