First published in 2001

This is a special issue Volume 5, Number 3, from 2001 of Scientific Studies of Reading that looks at the DNA of reading fluency in scientific inquiry accounts.

The contributors offer a selection of essays that seek to establish that fluent reading is plainly developmental and represents an outcome of well-specified sub-lexical and lexical processes and skills developed for most children over a bounded period of pedagogical time, rather than in just the school setting.