Fluency: How do you teach it?

Definition: Fluent reading is defined as using smoothly integrated operations to

process the meaning, language and print. We do not necessarily include the word fast,
although momentum is important (Fountas & Pinnell, 2006).
Fluent readers adust their speed according to purpose and conte!t.
Fluent reading-is comprised of 3 key elements"
Accuracy
Rate
Prosody/Expression
Fluent readers#are not easily distracted and will read in an effortless, flowing manner.
Levels of Processing"
$etter#
Word
Phrase
%e!t
hy is processing important?
&ccording to the %e!as Primary 'eading (n)entory (%P'(), once students *egin to
decode indi)idual words automatically, they are on their way to *ecoming fluent readers.
Fluency is a com*ination of reading rate+the speed with which te!t is decoded+and
accuracy. %he a*ility to read fluently has a great impact on the a*ility to comprehend
te!t. Fluency and comprehension are closely related. Fluent readers are
a*le to focus less time on decoding, lea)ing more attention free for comprehension.
,a)ing the a*ility to read fluently is demonstrated *y the a*ility to read with prosody
(e!pression), appropriate phrasing, and attention to punctuation.
%he %P'( pro)ides -nd#of#.ear fluency rate targets for /st, 2nd and 0rd grade"
/
st
# 60 wpm WP12 3 of words ! 60 seconds
2
nd
# 40 wpm 3 of second5s student reads
0
rd
# /20 wpm
6y completion of 7
th
grade students are to *e reading /60 wpm, and are considered to
*e fluent readers. ,owe)er, their )oca*ulary and comprehension continues to grow
e)en into adulthood.
!! "ewspapers# like the Dallas $orning "ews# "ew %ork &imes# and 'hicago
&imes Herald are all written on a (
th
grade reading fluency level)

Page *
Dysfluent+"onfluent readers#are easily distracted and tends to read in a choppy, word
*y word manner, with little to no e!pression. %hey also tend to read )ery slowly.
889tudents who read /0 or fewer words correct per minute are considered to *e
dysfluent:nonfluent.
Dysfluent+"onfluent readers are characteri;ed as reading haltingly, ignoring
punctuation, and com*ining phrases and sentences. %hese students need multiple
opportunities for practice *ecause dysfluent: nonfluent readers often lose interest in
reading altogether. 6y monitoring student progress (Progress 1onitoring) in fluency, you
can help moti)ate students to read, aid in selection of appropriate practice *oo<s, and
graph progress o)er time.
Dimensions of Fluency:
Pausing
Phrasing
9tress
(ntonation
'ate
(ntegration
e,sites to assist you with Fluency:
http"::www.tpri.org:a*out:in)entory#section.html
http"::www.readingroc<ets.org:helping:target:fluency
http"::www.youtu*e.com:watch=)2>?@A.-BFfC<
http"::www.youtu*e.com:watch=)2PD4s-E*FFo
-trategies on Fluency:
'eader5s %heater
&dult 1odeling
9ight Word (nstruction (Breat for 9truggling 'eaders and 9pecial Deeds 9tudents)
Buided ?ral 'eading
'epetiti)e ?ral 'eading
Ghoral 'eading
9ilent 9ustained 'eading
Fluency Gards (Breat for -$$, and H&t 'is<I 9tudents)
&udio*oo<s (Breat for 9truggling 'eaders or 9pecial Deeds 9tudents)
!! .s the teacher of record you should always provide the needed support to
each student# individually/ to ensure that they will feel successful.