Do Cognitive and Non-Cognitive Factors Predict Responses to Reading Fluency Interventions?

We investigated whether emotional and motivational factors had predictive effects beyond those of cognitive factors on responses to two reading fluency interventions. Eighty-two dysfluent readers (Grades 3-5) participated in a 12-week school-based fluency intervention, either combined with or without self-efficacy support. Response to the intervention was determined by the fluency gain score and the Reliable Change Index. In the skill-focused intervention, cognitive predictors contributed to the response, and reading-related anxiety and self-efficacy had effects beyond the cognitive predictors. Weaker initial reading skills and older age predicted response in the combined intervention. Thus, children's personal characteristics may have a greater influence on their responses in a skills-focused intervention than in an intervention that also considers emotional and motivational aspects.