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Remedial and Special Education
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A Comparison of Two Path Models for Predicting Reading Fluency

Mack D. Burke

Texas A&M University, College Station

William Crowder

Piedmont College, Demorest, Georgia

Shanna Hagan-Burke

Texas A&M University, College Station

Yuanyuan Zou

Texas A&M University, College Station

Federal mandates such as No Child Left Behind and the Individuals With Disabilities Education Improvement Act of 2004 are prompting elementary schools to carefully monitor early literacy outcomes. The shift toward monitoring early literacy outcomes requires the identification of valid sublexical fluency measures. In the current study, sublexical fluency measures that focus on phonological awareness, phoneme decoding, letter naming, and automatic word recognition are used to predict reading fluency. Results of two path models are discussed within the context of reading acquisition and a prevention-oriented approach.

Key Words: early literacy • early literacy indicators • reading assessment • reading acquisition

This version was published on March 1, 2009

Remedial and Special Education, Vol. 30, No. 2, 84-95 (2009)
DOI: 10.1177/0741932508315047
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