Prompted by the advent of new standards for increased text complexity in elementary classrooms in the USA, the current integrative review investigates the relationships between the level of text difficulty and elementary students’ reading fluency and reading comprehension.

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Originally published:

Educational Psychology Review
ISSN 1040-726X
Volume 30
Number 1
Educ Psychol Rev (2018) 30:121-151
DOI 10.1007/s10648-017-9398-2