What is Fluency?
According to the National Panel (2000), fluency is the ability to read text with speed, accuracy, and proper expression. Fluent readers:
Recognize words automatically
Read aloud effortlessly and with expression
Do not have to concentrate on decoding
Can focus on comprehension
Recognize words automatically
Read aloud effortlessly and with expression
Do not have to concentrate on decoding
Can focus on comprehension
The 3 components of fluency:
1. accuracy-also known as automaticity, it refers to the person’s ability to read words correctly in a text
2. rate-the speed a person reads
3. stress, intonation, and pauses.
(Fountas & Pinnell, 2009)
Other dimensions of fluency include:
Expression is using your voice to make text sound like adding enthusiasm to your voice when appropriate.
Volume is not too quiet, not too loud, but appropriate to match your audience. In other words, just right.
Phrasing is reading words in chunks, mostly in clauses and sentence units with adequate attention to expression.
Smoothness is avoiding pauses, hesitations, false starts, sound-outs, repetitions, and multiple attempts. Structure difficulties are resolved through self-correction.
Pace is not too fast, not too slow, but just right
2. rate-the speed a person reads
3. stress, intonation, and pauses.
(Fountas & Pinnell, 2009)
Other dimensions of fluency include:
Expression is using your voice to make text sound like adding enthusiasm to your voice when appropriate.
Volume is not too quiet, not too loud, but appropriate to match your audience. In other words, just right.
Phrasing is reading words in chunks, mostly in clauses and sentence units with adequate attention to expression.
Smoothness is avoiding pauses, hesitations, false starts, sound-outs, repetitions, and multiple attempts. Structure difficulties are resolved through self-correction.
Pace is not too fast, not too slow, but just right
Why is Fluency Important?
The following research will be presented. Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). The real goal of reading fluency is to help children read a text with ease so they can focus on understanding what they read. Fluent readers are able to focus their attention on comprehension of the text. A non fluent reader focuses much of their attention on figuring out words, they have less attention to devote to comprehension (Rasinski, Blachowicz, & Lems, 2012).
Fluency Facts:
Students will not gain the fluency they need without reading a lot. Poor readers who engage in repeated readings show marked improvement in speed, accuracy, and expression.
Readers need to be able to identify words quickly and accurately
Practicing sight word vocabulary will help build fluency.
The following research will be presented. Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). The real goal of reading fluency is to help children read a text with ease so they can focus on understanding what they read. Fluent readers are able to focus their attention on comprehension of the text. A non fluent reader focuses much of their attention on figuring out words, they have less attention to devote to comprehension (Rasinski, Blachowicz, & Lems, 2012).
Fluency Facts:
Students will not gain the fluency they need without reading a lot. Poor readers who engage in repeated readings show marked improvement in speed, accuracy, and expression.
Readers need to be able to identify words quickly and accurately
Practicing sight word vocabulary will help build fluency.
Fluency at the Word and Sentence Level:
Research shows that fluency is the freedom from word identification problems that might hinder comprehension (Rasinski, Blachowicz, & Lems, 2012).
Fluent readers recognize words, letter clusters and letters quickly and easily. Competent reading requires skills that extend beyond the single word level to contextual reading, and this skill can best be acquired by practicing reading which words are in a meaningful context (NRP report of subgroups, 2000).
Automatic word recognition is necessary, but not sufficient to be a fluent reader. Fluent readers have developed automaticity in word recognition, grouping words into meaningful phrases and noting punctuation. Fluent reading is more than just speed and word recognition, even when students recognize many words automatically, their oral reading still may be expressionless, not fluent (NRP report of subgroups, 2000).
A fluent reader also reads with appropriate expression, phrasing and intonation, their oral reading still may be expressionless, not fluent. Appropriate expression in oral reading can provide the reader with meaning of the text.
Fluent readers recognize words, letter clusters and letters quickly and easily. Competent reading requires skills that extend beyond the single word level to contextual reading, and this skill can best be acquired by practicing reading which words are in a meaningful context (NRP report of subgroups, 2000).
Automatic word recognition is necessary, but not sufficient to be a fluent reader. Fluent readers have developed automaticity in word recognition, grouping words into meaningful phrases and noting punctuation. Fluent reading is more than just speed and word recognition, even when students recognize many words automatically, their oral reading still may be expressionless, not fluent (NRP report of subgroups, 2000).
A fluent reader also reads with appropriate expression, phrasing and intonation, their oral reading still may be expressionless, not fluent. Appropriate expression in oral reading can provide the reader with meaning of the text.
Fluency Instruction:
Teachers need to select and facilitate the best methods of fluency instruction for their children and their classrooms. The following 4 components are needed for fluency instruction:
1. model fluent reading
2. use guided oral reading instruction
3. give students was to practice and perform
4. implement word study activities to build accuracy
1. model fluent reading
2. use guided oral reading instruction
3. give students was to practice and perform
4. implement word study activities to build accuracy