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Reading Fluency
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Prosody- read wi
Automaticity
ineffectiveness of round-robin reading
Fluency“Reading text with speed, accuracy, and
proper expression”- The National Reading
Panel
Alayna Bishop, Nicole Short, Jessica Dinsmore, and Lauren Bretti
Tim RasinskiFluency is a bridge to comprehension, the more automatic
reading becomes, the more one can focus on
understanding what they are reading.
Automaticity Expressive
Accuracy Leads to
Comprehension
1. Accuracy in word recognition
2. Model fluent expressive oral reading for students
3. Repeated (practiced) reading od authentic texts
4. Assisted (scaffolded) reading
5. Focus on phrased reading
6. Be sensitive to text difficulty
7. Create synergistic instructional routines (synergistic- when 2
various parts are working together to produce an enhanced result
The “essentials” of reading fluently
Michael Opitz
“Fluency is a vehicle for meaningful reading”-
Michael Opitz from A Focus On Fluency
Strategies for Fluency
● Students need to develop fluency
consciousness
● Repeated Reading
● Reading Support
● Leveled Text
Jay Samuels
Silent-Reading- increases word recognition
Repeated-reading- boosts confidence
Speed Reading- timed reading should be used
to monitor progress but should never be used
as the primary goal.
The History of Reading
Fluency
1886
William Mackeen Cattell discovered word-
recognition became automatic
1899
Oral Reading
Oral Reading was seen as the goal in
education. Students were expected to read
well orally. Comprehension was not
emphasized.
The History of Reading
Fluency
1925Classrooms shifted away from focusing on oral
reading, and shifted toward word-
understanding as the main goal. Students were
encouraged to focus on understanding what
they read instead of reading it well
The History of Reading
Fluency
1935
Silent-Reading became the typical instruction
method because it increased reading-speed
and comprehension
The History of Reading
Fluency
1974Reading Automaticity- the idea that reading
eventually becomes automatic to the fluent
reader after much practice and repetition
*Laberge and Samuels
The History of Reading
Fluency
1980
A push towards the idea of word-processing
and word-decoding. A good reader could
decode a word much faster than a poor reader.
*Stanovich
The History of Reading
Fluency
1994Repeated Reading and modeling became the
primary basis of fluency instruction. Students were
exposed to good fluency as well as expected to
practice fluency through repeated reading.
*Samuels
The History of Reading
Fluency
1995
Good oral fluency was linked to better reading
comprehension. A push was made to practice
oral reading along with reading comprehension.
*Pinnel
The History of Reading
Fluency
The History of Reading
Fluency
Reading Fluency has been defined as a
multidimensional process. It involves reading at a
steady pace, reading with word emphasis, word-
recognition, and comprehension.
*Rasinski
2000-Present
Fluency in Emergent Readers● Aspiring readers are just beginning to grasp the basic concepts of book
and print. They will know the alphabet and are acquiring the ability to
recognize and name upper and lowercase letters.
● Early Emergent readers are beginning to learn sound/symbol relationships
● They will know a very small amount of sight words (less than 20), know the
alphabet and some of the sounds the letters make. (This amount also
varies from child to child).
● They will most likely know very few decoding strategies.
Fluency in Emergent Readers
● Children become readers by watching and experimenting
● Convey an explicit goal, so they know we are shooting to become a fluent reader. It
is easy to lose sight of the big picture when you are learning new skills, so reminding
students that we want to become fluent readers will help to keep a good goal in the
back of their mind.
● Use repeated reading to help build fluency. Reading a text many times helps
children to be able to concentrate more on fluency rather than recognizing letters
and sounding out words. They will most likely have memorized the basic storyline
and much of the text, therefore, they can focus on reading smoothly, quickly, and
with emotion. Echoing the teacher reading is another strategy.
Fluency in Emergent Readers
Books at this level have:
● Strong picture support
● Encourage sight word recognition
● Repetitive patterns
● Repeated vocabulary
● Natural, common language
● Large print
● Wide letter spacing
● Familiar concepts
● Limited text on a page… 3-4 on a page
When reading with an emergent reader:
● Model finger-point reading. That means to follow
the words with your finger from left to right as you
read them. As your emergent reader starts to
read, they will learn to do the same thing.
● Encourage "reading" or "pretend reading." This
reading from memory provides practice with
retelling and practice navigating books correctly.
● Talk about the story. When your child is finished
with a book, be sure to talk about what happened
in the story, and maybe "re-read" favorite parts.
Talk about any interesting words or new
concepts.
● Let them know how proud you are! By sharing a
book with a child, you're sharing the joys and
excitement of reading.
Fluency in Beginning Readers
● Focus on word-recognition
● Word-Analysis
● Avoid a focus on speed
● Frequent modeling needed
Fluency in the Fluent Reader
Fluency in the ELL reader
Instruction
Techniques to
improve fluency
Choral-Reading
Pair/Partner Reading
Repeat Reading
Echo Reading
Reader’s Theater
