Reading fluency, word recognition and reading speed in 3rd and 4th grade elementary school students

Abstract

This study describes reading fluency (accuracy, speed, and prosody) of Chilean students in 3rd and 4th grade in primary education through a subjective scale and its relation with objective reading speed and the efficiency of the use of direct and indirect routes of word reading. The results show that in 3rd grade the efficiency of the direct route is the variable that most explains fluency, while in 4th grade it is the objective speed. It is concluded that the speed allows to differentiate the development of fluency in these school levels.