Electronic Theses and Dissertations



Document Type


Degree Name

Doctor of Philosophy



Committee Chair

Elizabeth Meisinger

Committee Member

Kristoffer Berlin

Committee Member

Robert Cohen

Committee Member

Randy Floyd


The purpose of this study was to examine the relations among phonological skills, oral and silent reading fluency, and reading comprehension for a longitudinal sample of students who have been diagnosed with dyslexia. Only two studies to date have modeled the relation between oral and silent reading fluency and comprehension, of which only one addressed phonological processing. No studies to date have modeled these relations in students with dyslexia. Participants in this study were 104 students in grades 2-5 with dyslexia, who were administered oral and silent reading fluency and comprehension assessments and selected phonological processing measures at the beginning and end of the school year. A cross-lagged path analysis was used to examine the relations among the phonological processing and text-level reading skills. A developmental model was also examined, but the inclusion of age as a covariate resulted in poor fit. Among the phonological skills included in the model, RAN showed the most robust and consistent relations to text-level reading skills across both modalities. In terms of reading fluency, oral accuracy made the strongest contribution to comprehension across both modalities. Ultimately, the results followed a pattern of progression from lower to higher reading skills, and indicated that oral reading supports silent skills.


Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest