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

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.

The effect of using laptops on the spelling skills of students with learning disabilities

“…Children with LD or dysfluent readers may be frustrated by the difficulties they face and, thus, avoid reading (Leinonen, Muller, Leppanen, Aro, Ahonen, & Lyytinen, 2001;Meisinger, Bloom, & Hynd, 2010;Raskinski, 2001). Our results would indicate that the attraction of using a laptop partly circumvents this challenge, so that such children are more readily exposed to the written word and to the core of writing.…”

Comprensión lectora, memoria de trabajo, fluidez y vocabulario en escolares cubanos

“…La fluidez se refiere al control que alcanza el lector sobre el nivel superficial del texto, en términos de velocidad, precisión y expresividad, lo cual permite el paso a niveles profundos de procesamiento (National Reading Panel, 2000). Numerosos autores consideran que la fluidez es un componente necesario -aunque no suficiente-para comprender un texto eficientemente (Meisinger, Bloom y Hynd, 2010;Sporer, Brunstein, y Kieschke, 2009y Yeo, 2008. Meisinger et al, (2010) estudiaron la relación entre la comprensión lectora y la fluidez en 50 niños de 8 a 12 años de edad.…”

“…Numerosos autores consideran que la fluidez es un componente necesario -aunque no suficiente-para comprender un texto eficientemente (Meisinger, Bloom y Hynd, 2010;Sporer, Brunstein, y Kieschke, 2009y Yeo, 2008. Meisinger et al, (2010) estudiaron la relación entre la comprensión lectora y la fluidez en 50 niños de 8 a 12 años de edad. Los resultados demostraron que los lectores fluidos tuvieron una comprensión normal, y los niños con distintos déficits en la fluidez lectora obtuvieron puntuaciones por debajo de la media en el test de comprensión.…”

“…A pesar de la gran cantidad de investigaciones al respecto (Cain, Bryant y Oakhill, 2004;Carretti, Borella, Cornoldi y De Beni, 2009;Meisinger, Bloom y Hynd, 2010;Nation, Snowling y Clark, 2007y Sporer, Brunstein, y Kieschke, 2009) no existen resultados del todo concluyentes en cuanto a la naturaleza de la relación entre las variables comprensión lectora con la memoria de trabajo, la fluidez y el vocabulario. Tampoco se ha podido establecer con certeza la dirección o causalidad del vínculo entre vocabulario y comprensión (Cain y Oakhill, 2006y Cromley et al, 2014.…”

The Use of Pre-Reading Activities in Reading Skills Achievement in Preschool Education

“…During the preoperational stage, children accumulate background information and many skills such as flipping pages of books, relating pictures to ideal life, movement of the eyes from right to left, sketching of pictures, maps, diagrams and graphs (Kaplan & Walpole, 2005;Yin et al 2007;Meisinger et al 2010), therefore, it is prereading skills that determine in a comprehensive terms the understanding of the subject of the text to be taught to children and thus form a cardinal foundation for their later reading abilities affirms (Suggate et al, 2013). (2013) share akin views with their research findings that, many of the children with exposure to pre-reading activities possess great interests to understand the reasons for reading a text, such as building of knowledge to elicit an emotional response to the text from the student.…”