“…Some researchers have looked at the relation between rate, accuracy, prosody, and reading comprehension (Daane et al, 2005;Schwanenflugel, Hamilton, Kuhn, Wisenbaker, & Stahl, 2004) while others have looked at the relation between text reading fluency and reading comprehension (Berninger et al, 2006;Jenkins et al, 2003;Schwanenflugel, Meisinger, Wisenbaker, Kuhn, Strauss, & Morris, 2006). Some have looked at the predictive validity of decoding fluency to text reading fluency in young children (Good, Simmons, & Kame'enui, 2001;Speece et al, 2003;Speece & Ritchey, 2005), while another examined the development of lexical and sub-lexical reading skills and their contributions to text reading fluency in beginning readers (Burke, Crowder, Hagan-Burke, & Zou, 2009), however, to our knowledge, no one has examined the components of text reading fluency in children who are neither established readers nor beginners. Also, among the previously-cited research, Berninger et al, Jenkins et al, and Speece and colleagues have all focused on poor readers while the current study has a wide range of excellent to poor readers.…”