What is reading fluency?
Tagged: Academic Ascents, Breckenridge, Dillon, Dyslexia, fluency, Frisco, Multisensory instruction, Orton-Gillingham method, Private Tutor, Reading, Silverthorne, Spelling, Summit County, Writing
What is reading fluency?
Reading fluency is a complex skill that is made up of multiple components. In the article “Reading Fluency” by Nancy Mather and Sam Goldstein they assert that “reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. In addition, she notes that “automaticity” in reading “refers to a student’s ability to recognize words rapidly with little attention required to the word’s appearance.”
Let’s start by briefly discussing those students whose decoding is not automatic and thus their reading is dysfluent. These students tend to read less, use more cognitive energy, and are less able to store information gleaned from the text their memory for further application. The bottom line is that when students read dysfluently, despite proper word pronunciation, they are unable to understand and digest what they have read. That means not only is reading slow and laborious but they are not fully able to comprehend the text they are reading.
What is a good reading rate to attain?
Although most people read at a relatively constant rate, Mather and Goldstein note that those who are “good readers adjust their rate depending on the purpose of reading. Reading is slowest when memorizing and reading new material. In contrast skimming and scanning can be done at a more rapid rate. When students do not adjust their reading rates based upon the purpose of reading, it is necessary to explicitly teach them the skills to do so through modeling and guided practice.
What are some activities that will increase a student’s reading rate?
A great way to increase a student’s reading rate while simultaneously encouraging an enjoyment for reading is to have them listen to audio books. As they listen, the student should follow along in the book using their fingers as guides. The book they listen to should be one that they would be unable toread independently but no higher than their instructional level so that they can effectively follow the print. Other effective methods include speed drills, a rapid word recognition chart, choral reading, repeated reading, and games that require rapid word reading (see the Florida Center for Reading Research website for great resources: http://www.fcrr.org/).
To read Nancy Mather’s article in full go to http://www.cdl.org/articles/reading-fluency/