Yes, we are all different! And that is the main point I have taken from all my research.
One other thing I forgot to mention with regard to fluency is that you can often see these fluency issues if you work with a metronome. The kids with fluency issues will often have trouble staying on beat with the metronome. Their brains are simply not processing the information fast enough. But, again, this can be worked on and improved.
Recalling the metronome thing got me thinking about music education. I think there are some parallels between reading and music education. Obviously, some children are prodigious in music and can play instruments with very little instruction. They have perfect pitch and seem to intuit the structure of the language of music. Other children can learn to become proficient and enjoy playing an instrument with good instruction, and of course some of us really have to work at developing both an ear for music and musical skills.
But, I think like reading, there is good and bad music instruction. I love the Suzuki method. The whole philosophy is that with good, positive instruction anyone can become a proficient musician. And, it really does work.
We may all be able to learn to play an instrument in our elementary school band, but we will not have the proficiency that really good instruction would give us. Of course, the prodigious kids will do great anywhere. It's the rest of the population that really needs good instruction.
I think this is true of reading. Some kids will do great with any method, but most need good instruction to become truly proficient.
Ok, I am sure there are lots of flaws in this analogy, but it just occurred to me today