Post-primary reading fluency development: A latent change approach

Abstract

In a longitudinal study, we investigated the post-primary reading fluency development of 1034 Dutch adolescents enrolled in four tracks of secondary education (high, intermediate, low, special education), using a multiple-group latent change approach. We assessed adolescents' word, pseudoword and text reading fluency, as well as their rapid naming abilities, at the beginning and after a half-year of education. The results showed that fluency development for real words, pseudowords and texts continues beyond the primary grades, and that the degree of improvement was similar across educational tracks. Word reading fluency and change in word reading fluency predicted text reading fluency development. No additional effect was found for pseudoword reading fluency. Finally, rapid naming ability was not only related to initial text reading fluency, but also to development of text reading fluency. Implications of these findings for assessment and intervention are discussed.