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A Comparison of Two Path Models for Predicting Reading Fluency

¹ Texas A&M University
² Piedmont College, Demorest, Georgia

^* To whom correspondence should be addressed. E-mail: mburke_aggie{at}tamu.edu.

	Abstract

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.

First published on June 25, 2008, doi:10.1177/0741932508315047

Remedial and Special Education 2009;30:84.

A more recent version of this article appeared on March 1, 2009


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