Fluency Instruction

excerpt from Put Reading First

Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly to help them gain meaning from what they read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Readers who have not yet developed fluency read slowly, word by word. Their oral reading is choppy and plodding.

Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. Less fluent readers, however, must focus their attention on figuring out the words, leaving them little attention for understanding the text.

Fluency develops gradually over considerable time and through substantial practice. At the earliest stage of reading development, students’ oral reading is slow and labored because students are just learning to “break the code" - to attach sounds to letters and to blend letter sounds into recognizable words.

The study also found a close relationship between fluency and reading comprehension. Students who scored lower on measures of fluency also scored lower on measures of comprehension, suggesting that fluency is a neglected reading skill in many American classrooms affecting many students’ reading comprehension.

Researchers have investigated two major instructional approaches related to fluency. In the first approach, repeated and monitored oral reading (commonly called “repeated reading”), students read passages aloud several times and receive guidance and feedback from the teacher. In the second approach, independent silent reading, students are encouraged to read extensively on their own.

Key findings from the scientific research on fluency instruction include the following conclusions about these two approaches that are of particular interest and value to classroom teachers. Students who read and reread passages orally as they receive guidance and/or feedback become better readers. Repeated oral reading substantially improves word recognition, speed, and accuracy as well as fluency. To a lesser but still considerable extent, repeated oral reading also improves reading comprehension. Repeated oral reading improves the reading ability of all students throughout the elementary school years. It also helps struggling readers at higher-grade levels.

Traditionally, many teachers have relied primarily on round-robin reading to develop oral fluency. In round-robin reading, students take turns reading parts of a text aloud (though usually not repeatedly). But round-robin reading in itself does not increase fluency. This may be because students only read small amounts of text, and they usually read this small portion only once. -

Researchers have found several effective techniques related to repeated oral reading:

• Students read and reread a text a certain number of times or until a certain

level of fluency is reached. Four re-readings are sufficient for most

students.

• Oral reading practice is increased through the use of audiotapes, tutors,

peer guidance, or other means.

The following procedures are research-based options for rereading practice and feedback.

Choral Reading — The students read in unison. The teacher fades in and out as needed. Sometimes choral reading is implemented as computer-based or tape-assisted reading as students read along with a recorded voice.

Partner Reading — Students take turns reading the selection or alternate reading portions of the text. The teacher may ask the students to provide their partners with feedback regarding one or more features of fluent reading (e.g., respecting punctuation marks).

Echo Reading — Students “echo” the teacher who reads short portions of text (e.g., a sentence, a paragraph). Feedback is provided as needed. Sometimes echo reading is implemented as computer-based or tape-assisted reading.

Readers Theatre — Students read a text repeatedly as they rehearse and then perform the text. Feedback is provided as needed.

One-Minute Timed Readings — Students read a familiar text for one minute then record on a chart the number of words read. Students reread the same text several more times, each time recording on the same chart the number of words read. When appropriate, the teacher discusses troublesome words and/or highlights items from a fluency reminder list.

Note: Alternatively, students can reread all of a short passage several times and chart the total time required for each rereading. Students can be taught to time each other during partner reading.

Additional Notes

Research offers two related findings:

· Allocating instructional time for independent reading does not reliably lead to greater fluency.

· More skillful readers spend a lot of time independently reading texts that are easy for them; less skillful readers spend a lot less time reading independently and most of what they read is at a frustration level. -

These findings lead to the following conclusions:

• Independent reading is not a replacement for, but an important supplement to teacher-directed reading instruction.

• Independent reading is valuable as one component of a rotation that also includes teacher-directed small group instruction.

• Independent reading is a valuable activity for homework.

• Teachers need to monitor independent reading to ensure that students actually read during the allotted time and that the texts they read are at their instructional levels. If texts are beyond the independent level, additional support can be provided through partner reading, computer software, and/or tape-assisted readings.