Individual differences in Kindergarten through Grade 2 fluency relations

Using structural equation modeling, we modeled Kindergarten letter sounds, Grade 1 word reading, and Grade 2 passage reading fluency with 2302 students to identify early fluency differences in the emergence and growth of beginning reading skills for each fluency group. We compared initial level and growth slope estimates, and reported cross-year developmental fluency relation patterns by group. In general, our findings point to the importance of building letter sound fluency in kindergarten, and shed light on the disruptive impact of delayed skill progress on reinforcing relations during reading skills development.