indicator determining later reading ability. On the other hand, some other researchers argue that the phonological awareness factor may not be sufficient to explain all types of reading disabilities. For example, some researchers pointed out that rapid naming might be another powerful indicator in determining problems in reading (Wolf et al., 1999; Bowers et al., 2000) and some other researchers suggested that visual processing deficit could be one of important indicators of vision related reading problems (e.g. Eden et al, 1993). Therefore, along with phonological awareness, the current study searched for other significant variables that may be associated with reading fluency. Many connectionist theories, including Adams' reading model, were addressed in order to discuss multidimensional components of reading. Moreover, empirical research provided evidence that there may be other aspects of reading that relate to RD. Through a review of the literature, it was noted that rapid-naming and visual deficits were significant variables in determining later reading development. However, there are some remaining issues and questions indicating key risk factors of RD surrounding rapid-naming and visual deficits. This review of the literature leaded me to further study prominent factors related to reading. Since components of reading are quite broad, this research narrowed down and focused only on factors related to reading fluency. For this study, twelve measures were administered, and data were analyzed by using descriptive and inferential statistics, correlational analysis and SEM to determine the effects of phonological awareness, rapid naming, visual factors on reading fluency. Taken together, this study provides the following conclusions. A Comprehensive Set of Indicators of RD Searching for comprehensive indicators of reading problems is important for early identification and early intervention. We have learned a great deal about the factors that