This colloquium focuses on a series of studies generated by a four-year longitudinal project examining the development of reading fluency in students with dyslexia. Dysfluent reading is a common and sometimes intractable deficit for students with severe reading disabilities. Reading fluency, particularly silent reading fluency, is an understudied area in dyslexia research. Together, these studies highlight the importance of understanding the underlying processes that support the development of fluent reading with appropriate comprehension.
Elizabeth B. Meisinger, Ashley Mayhew Breazeale, Melissa F. Robinson, and Rachel L. Younger have no relevant financial or nonfinancial relationships to disclose.