FLUENCY FINDINGS, STRATEGIES, RESOURCES

Fluency
o The ability to read QUICKLY with SPEED and EXPRESSION
o The bridge between word recognition and comprehension
o Grouping words quickly to gain meaning from reading
o Recognizing words and comprehending at the same time
It is important because
o The ability to read QUICKLY with SPEED and EXPRESSION
o The bridge between word recognition and comprehension
o Grouping words quickly to gain meaning from reading
o Recognizing words and comprehending at the same time
What should students read
o Independent Level Text: Relatively easy text, 1 in 20 words difficult for
reader (95% success)
o Instructional Level Text: Challenging but manageable text, 1 in 10 words
difficult for reader (90% success)
o Frustration Level Text: Difficult text, more than 1 in 10 words difficult for
reader (less than 90% success)
o Oral rereading of passages of 50-200 words depending on age of student
o Materials in different content areas
o Include fiction, nonfiction, and poetry
o Print and Web media
Strategies
o Repeated and monitored oral reading
Shown in studies to improve reading achievement
Improves word recognition, speed, accuracy, comprehension
Many strategies and activities for instruction and assessment
o Independent silent reading
Implemented as Sustained Silent Reading (SSR), and Drop
everything and Read (DEAR)
Not proven to improve reading achievement in studies
Correlation between students who read independently and reading
achievement
o Provide opportunities to read and reread a range of stories and
informational texts
o Introduce new or difficult words and provide practice with these words
before independent reading
o Include opportunities to hear a range of texts fluently and with expression
o Suggest ideas for building home-school connections that encourage
families to become actively involved in reading development
o Encourage periodic timing of oral reading and recording information
about individual reading rate and accuracy

o Model fluent reading, then have students reread the text on their own
(REPEATED READING)
o Student-Adult Reading:
One-on-one reading with a teacher, parent, tutor, etc.
Adult provides model of fluent reading
Next, student reads same passage until fluent
Approximately 3-4 rereadings
Adult provides assistance and encouragement
o Choral Reading:
Students read along in a group with you
Students must be able to see text and follow along
Encourage students to read in unison as they are able to
o Tape-Assisted Reading:
Students read along in their books as they hear a fluent reader read
the book on audiotape
Book should be read at 80-100 words per minute
No sound effects or music on tape
Have students read along with tape, silently at first and then aloud
o Partner Reading:
Paired students take turns reading aloud to each other
Pair more fluent readers with less fluent readers
Stronger reader reads aloud first, providing model of fluent reading
Students provide feedback and encouragement to eachother
o Readers Theatre:
Students rehearse and perform a play for peers or others
Script derived from books rich in dialogue
Provides fun way to necessitate reread texts and practice speaking
with expression
Resources
o FluencyFinder (iOS and Google Play)
o Read with Me! (iOS only)
o One Minute Reader (iOS only)