Fluent Reading
Fluent reading consists of three components: rate, accuracy, and prosody (prosody refers to intonation, stress, and pauses).
The main goal of fluent reading practice is to provide students with opportunities to read accurately and quickly if they are reading only words, and/or with appropriate expression if they are reading connected text. As students make gains in reading fluency, they are able to focus more of their reading energy on comprehension, rather than on decoding, and are therefore better able to analyze, interpret, and draw conclusions from their reading (White, 995)
Fluent readers are more likely to…
... Read with speed, expression and phrasing … Decode words by patterns and chunks … Flexibly use a variety of strategies … Be expected to self-correct … Monitor their own comprehension … Go back and reread and crosscheck if it doesn’t make sense |
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Nonfluent readers are more likely to…
… Read hesitantly, word by word … Sound out words letter by letter … Use phonics exclusively as the cueing strategy ... Be interrupted whenever they make a miscue … Rely on the teacher to prompt … Read on whether it makes sense or not |
References
Allington, R. (2001). What Really Matters for Struggling Readers. New York: Addison-Wesley Educational Publishers Inc.
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Martinez, M., Roser, N. & Strecker, S. (1999) "I never thought I could be a star!" A Readers Theatre ticket to fluency. The Reading Teacher,
53, 326-334
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in
grades 5-12. Pearson.
National Reading Panel (2000). Teaching Children to Read (Report of the Subgroups) U.S. Department of Health and Human Services.
Opitz, M.F. & Rasinski, T.V. (1998). Good-bye Round Robin: 25 Effective Oral Reading Strategies. Portsmouth NH: Heinemann.
Rasinski, T.M. (2000). Speed does matter in reading. The Reading Teacher, 54, 146-151.
Allington, R. (2001). What Really Matters for Struggling Readers. New York: Addison-Wesley Educational Publishers Inc.
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Martinez, M., Roser, N. & Strecker, S. (1999) "I never thought I could be a star!" A Readers Theatre ticket to fluency. The Reading Teacher,
53, 326-334
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in
grades 5-12. Pearson.
National Reading Panel (2000). Teaching Children to Read (Report of the Subgroups) U.S. Department of Health and Human Services.
Opitz, M.F. & Rasinski, T.V. (1998). Good-bye Round Robin: 25 Effective Oral Reading Strategies. Portsmouth NH: Heinemann.
Rasinski, T.M. (2000). Speed does matter in reading. The Reading Teacher, 54, 146-151.