Fluency: What it is, and what it isn't.

What is fluency? The simple answer is smooth, accurate reading resulting from automatic word recognition. Fluency is often defined as reading fast or reading with expression. These, however, are not defining features, but consequences of automatic word recognition. Speed indicates that the reader does not need to pause and think what the word might be, nor does the reader need to stop and decode when reading fluently. Prosody is the formal term for reading with expression. Prosody develops when children hear stories read with expression, and they replicate the process. Prosody is not possible without automatic word recognition, because prosody indicates that the reader is responding to the meaning of a text, providing an emotional interpretation based on understanding the underlying meaning. 

The National Reading Panel (2000) identified fluency as a critical component of skilled reading. In their review of the literature, experimental and quasi-experimental studies revealed two instructional approaches were predominantly used to build fluency: the use of repeated readings and school-wide efforts to promote independent reading. From the studies examined, there was conclusive evidence that fluency instruction was important, and the repeated reading model was effective; but there was not enough evidence to support school-wide independent reading or silent reading programs as effective means to help students become skilled, fluent readers. 

The NRP called for further research "to disentangle the particular contributions of components of guided reading, such as oral reading, guidance, repetition, and text factors" (NRP, 2000, ). Since then, researchers have been studying the components of fluency in hopes of identifying its critical features. Identifying critical features will lead to more effective application in the classroom. Currently, classroom teachers focus on frequent measures of speed, one indicator of fluency, but fail to recognize the importance of comprehension in the process of fluency (Samuels, 2007). The consequences of such decisions can be seen in assessment data years later, where comprehension is the chief focus. Lessons that help students build automatic word recognition in order to focus on comprehension rather than speed alone empower children to become skillful readers. 

One popular way of building fluency is a motivational classroom activity known as Readers Theater (Rosenblatt, 1986).  In a reader's theater, students use repeated reading to incorporate drama and interpretative reading performance. As they practice reading a script, multiple exposures to the same text help them develop sight words so that they can read more fluently. Students are also motivated to build fluency with timed repeated readings. The competition is one of improving the individual's own best time rather than competing with other students. Students record and track improvements on graphs to challenge themselves to improve.

Children also benefit from multiple exposures to similar texts featuring words or spelling patterns that allow children to practice reading texts matching their level of instruction. Decodable texts serve as useful practice tools for gaining automatic word recognition. They allow children to practice learned phoneme-grapheme correspondences that are regular so that they build speed and confidence in reading. As decoding becomes automatic and children learn to see spelling patterns within words, they can move into more challenging texts. For examples of decodable texts, use this link to my sample collection of Reading Genie Books.