Reading Fluency Trajectories From Age 9 to Age 23 and the Perceived Factors Shaping Them: A Mixed Methods Study

This study investigated the trajectories of reading fluency development from age 9 (Grade 2) to 23, focusing on factors participants perceived as influencing their reading development and their self-perceptions of reading abilities in adulthood. A mixed methods approach was employed, combining quantitative measures and retrospective interviews. Six reading trajectories were identified, differing in initial reading abilities and progress. Interview data revealed that participants perceived health-related issues, environmental factors, and personal attributes as shaping their reading development. Groups with low Grade 2 reading skills reported higher rates of dyslexia, while those with typical Grade 2 skills more often mentioned attention-related problems. The group with low Grade 2 reading skills and slow progress was the only one that reported no engagement in reading activities. Most participants also highlighted the role of personal attributes. Notably, those with early reading difficulties but substantial progress reported negative personal attributes, suggesting that early difficulties can have lasting impacts on self-perception. Furthermore, adult self-perceptions of reading abilities were often based more on childhood experiences than on current skills, indicating the long-term psychological effects of early experiences. These findings underscore the need for comprehensive support that fosters both skill development and positive reading self-concepts from an early age.