Abstract
Individual word recognition seems to be one of the most important variables involved in appropriate age-level reading speed. This study examines the relation between isolated sets of words (frequent words, infrequent words, pseudowords, regular words and irregular words) reading speed and text reading speed in three different moments in time. Participants were 92 1st and 2nd grade students. Children were tested by the end of 1st grade, in the middle of 2nd grade and by the end of 2nd grade. Overall results show that individual word reading speed is an excellent predictor of text reading speed in the three moments. However, it is not clear whether the reading speed of any particular set of isolated words is a good predictor of text reading speed. The tracking of intraindividual change in interindividual differences also showed that the baseline text reading speed affects the reading speed by the end of second grade, but not for every participant.
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