The effects of age and sublexical automaticity on reading outcomes for students with reading disabilities

For students with reading disabilities, reading fluency has proven difficult to remediate. The current study examined age-related effects on measures of word and text-reading outcomes, within the context of a phonologically based remedial reading program. The contribution of speeded-reading of sublexical sound-spelling patterns to fluency outcomes was also examined. The youngest group of participants showed better outcomes on measures of word and pseudoword reading. All age groups made significant and meaningful improvements on measures of reading fluency and reading comprehension. Participants' mastery of speeded, sublexical sound-spelling reading contributed variance to fluency outcomes beyond pre-intervention fluency scores. Practice with sublexical spelling patterns may be one important component of programs directed at remediating accuracy and fluency deficits for students with reading disabilities.