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The best approach to beginning reading instruction is one that incorporates explicit instruction in five areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). These are known as the "5 Big Ideas" in beginning reading. While the research is clear on what to teach, how you teach these pieces can be challenging. This Educator's Toolbox provides practical ways to incorporate fluency instruction within your classroom.

What is Fluency?

Fluency has been defined as "reasonably accurate reading, at an appropriate rate, with suitable expression, that leads to accurate and deep comprehension and motivation to read" (Hasbrouck & Glaser, 2012, p. 13). To be fluent readers, students must master word recognition skills to the point of becoming so automatic-or fluid-that decoding no longer requires cognitive effort or conscious attention.

Fluency in oral reading includes:

accuracy, which is reading with few errors

rate, which is the pace at which a student reads

expression, which is reading aloud with proper intonation and phrasing

To be considered a fluent reader, all three of these components must be in place. Simply being an accurate reader is not enough. It is important to remember that fluency is not an end in itself, but rather a critical gateway to comprehension. Fluent reading frees cognitive resources to process meaning, and in turn, helps with text comprehension.

Things to Consider when a Reader is Not Fluent

When there is a fluency issue, the first thing to investigate is if the student is not reading connected text fluently because they cannot decode words fluently (accurately and automatically). If they are not able to decode words accurately and automatically, they will never be able to read connected text fluently. To determine if a student is reading fluently, start by assessing how many words the student can read correctly per minute. If the student's words correct per minute score is below the benchmark for their grade level, use diagnostic assessments to identify the factors that are contributing to the difficulty with fluency. Letter-sound knowledge and phoneme awareness should be assessed to determine if the student is able to identify and manipulate the sounds in words and state letter-sound correspondences accurately and with fluency. Phonics knowledge should also be assessed to determine if the student is able to read individual words accurately and with fluency. If these assessments show that students are not fluent with letter-sound correspondences, phoneme awareness, or phonics, then laborious and inaccurate word reading is impacting their fluency with reading connected text. Systematic phonics instruction, targeting the student's weakest skills, should be provided. If diagnostic assessments show that the student is fluent with foundational reading skills, then fluency practice and instruction should be provided (see the Fluency Flowchart for more information on providing effective fluency building instruction).

Fluency research says that successful readers:

rely primarily on the letters in the word, rather than context or pictures, to identify familiar and unfamiliar words

process every letter

use letter-sound correspondences to identify words

have a reliable strategy for decoding words

read words a sufficient number of times for them to become automatic

Four Steps to Building Fluency with Text

Fluency develops through plentiful opportunities for practice in which the task can be performed with a high rate of success. Repeated readings, goal setting, corrective feedback, and graphing performance are four strategies that teachers can also use to build students' fluency with text:

1.Repeated Readings

Read the same passage several times.

Aim to reduce the time and number of errors with each attempt.

Use this strategy with students individually, with a peer, or in small groups.

2.Goal Setting

Identify the number of correct words to read per minute.

Set a goal to read farther in the passage or make fewer errors.

Define weekly learning targets to monitor progress over time.

Identify an end-of-year grade level target for the number of words read per minute.

3.Corrective Feedback

Give immediate feedback if a student makes an error.

Have the student sound out and repeat the word.

Have the student go back and re-read the sentence.

4.Graphing Performance

Let students see their progress by having them graph their performance.

Have students compare their first read-through to the next read-through.

Have students track their targets and progress over time.

Sample Fluency Routine

This is an example of an instructional routine (University of Oregon, 2013) for practicing fluency with decodable text. In this sample, bold text provides teachers with the specific language of the instructional routine, including how to introduce the task ("You will whisper read to yourself..."), model for the students ("My turn..."), distribute practice to students ("Your turn..."), and conduct checks for understanding. The lesson also provides specific information to the teacher about how to correct errors.

Decodable Text Fluency Practice

Materials Needed: Copy of decodable text listed for each student

Instructor says:

"You will whisper read to yourself the story that we just read. Your job is to read without making any errors. I will listen to some students read while everyone continues whisper reading until I say stop. I'll show you what it looks and sounds like to whisper read. My Turn."

Model what whisper reading to yourself looks and sounds like.

" Your Turn."

Hand out decodable texts and have students whisper read and then provide some additional fluency practice.

Practice for students only:

Students will individually whisper read the text again two to three times.

Listen to individual students read and check for accuracy and fluency. If an individual student makes an error, use the correcting student errors procedure below.

Additional Fluency Practice

At least two more times, use one of the following options to have students reread the story.

Individual Reading: Provide more time for students to whisper read while the teacher monitors and checks accuracy and fluency of individuals.

Partner Reading: Students read with a partner while the teacher monitors and checks accuracy and fluency of individuals.

Correcting Student Errors

1. My turn. This word is [word].

2. Your turn. Word? Student repeats the word.

3. Start at the beginning of the sentence and read this sentence without making any errors.

Adapted From Enhanced Core Reading Instruction © 2013 by The Center on Teaching and Learning

Summary

Fluency with connected text is a critical piece of beginning reading instruction. Fluency develops through plentiful opportunities for practice in which the task can be performed with a high rate of success, including repeated readings with immediate corrective feedback, goal setting and graphing performance. If a student is not reading fluently, it is important to first assess possible underlying issues that may be impacting the student's ability to fluently read connected text. Fluency instruction alone will not be effective without also addressing any underlying issues, including a lack of fluency with foundational reading skills.

Infographic

Click to Enlarge

Suggested Citation

National Center on Improving Literacy. (2023). The Educator's science of reading toolbox: How to build fluency with text in your classroom. Washington, DC: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs, National Center on Improving Literacy. Retrieved from http://improvingliteracy.org.

References

Harn, B., & Chard, D. (2008). Teaching tutorial 6: Repeated readings to promote fluency. Council for Exceptional Children (CEC), Division for Learning Disabilities (DLD).

Hasbrouck, J. (1998). Reading fluency: Principles for instruction and progress monitoring. Professional development guide. Texas Center for Reading and Language Arts.

Hasbrouck, J., & Glaser, D.R. (2012). Reading fluency: Understanding and teaching this complex skill. Gibson Hasbrouck & Associates.

Kuhn, M.R. & Stahl, S.A. (2000). CIERA Report #2-008. Fluency: A review of developmental and remedial practices. US Department of Education.

National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development.

University of Oregon. (2013). Enhanced core reading instruction. Center on Teaching and Learning. University of Oregon, Center on Teaching and Learning. (n.d.). Big Ideas in Beginning Reading. Retrieved April 15, 2020, from http://reading.uoregon.edu/.

Abstract

This Educator's Toolbox, developed in Partnership with The Reading League Journal, provides practical ways to incorporate fluency instruction within your classroom.

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The Educator's Science of Reading Toolbox: How to Build Fluency with Text in Your Classroom

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The best approach to beginning reading instruction is one that incorporates explicit instruction in five areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Reading Panel, 2000). These are known as the "5 Big Ideas" in beginning reading. While the research is clear on what to teach, how you teach these pieces can be challenging.

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Additional Language and Literacy Block _ IL Classroom

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Reading Fluency Self Assessment Checklist

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Sample Fluency  Second Grade End-of-Module 3 Assessment Lesson 95

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4th Grade Sample End-of-Unit 3 Assessment Reading a New Poem Aloud for Fluency, Parts I _ II

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Fourth Grade Sample Fluent Readers Do These Things Anchor Chart

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Copy of SEE  THINK  WONDER -  Thinking Routine

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District 21, 22, 23, 32 November PL Offerings

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District 21, 22, 23, 32 November PL Offerings

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District 1, 6, 7, 11, 13 November PL Offerings

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District 1, 6, 7, 11, 13 November PL Offerings

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District 14, 15, 16, 17, 20 November PL Offerings

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District 14, 15, 16, 17, 20 November PL Offerings

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November PLs for Districts 14, 15, 16, 17, 20

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Find answers to 14 commonly asked questions about teaching reading fluency, including the amount of fluency instruction, the benefits of paired reading, and choosing texts for fluency practice.

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Alana can benefit from partner reading. We also think choral reading would be beneficial to Alana.

Repeated reading will also improve her pace and expression.

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Partner Reading with a buddy. Using Amira as supplemental intervention

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Reading comprehension practice, focus on each part of reading and check up for comprehension.

Using reading sticks to help keep track of what she is reading.

Modeling and echo reading practice, partner reading practice.

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Reading repetition will help her comprehension . She needs to practice expression while reading. Omitting words while reading and follow punctuation rules will help her with her reading fluency to help her comprehend the reading. Appropriate Grade level text. Go over vocabulary words before reading will help her read fluently and comprehension.

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To strengthen Alana's fluency, we should give her a decodable text that is grade appropriate. Using that text, we could practice her intonation. She tried to intonate, however, she read the text mostly in the same tone. Additionally, her rate of reading was very slow and that affected her comprehension of the text. She added words that were not in the text and repeated parts of the text several times. Echo reading would be a good strategy for her to build her fluency.

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Using reader's theater to promote fluency. Benefits ELL students as well.

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Room 3

HMH Readers' Theater- emulates speech patterns and includes quick comprehension at the end.

Echo Reading- Emphasis on modeling for the students

HMH Fluency- Phrasing and Expression Lessons

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Some activities that can be used to strengthen Alana's fluency include:

-Sentence sailboats/phrase progression

-echo reading

-partner reading

-using Fundations scoops to break apart sentences

-use expression drills to practice reading sentences with various intonations that represent character feelings

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Strategy Groups that focus on reading with intonation, automaticity, choral reading

Sight Word exercise before reading a text

Whole group/small group exercise with choral reading, students can check if they read with accurate speed, accuracy, punctuation, and expression during a shared reading

Timed reading exercise see if you can beat the teacher time or beat your first reading time

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Alana can benefit from pair-reading/ partner reading. Also echo reading and rereading the text to get a better understanding of the text.

Turn and talk to develop a deeper understanding and comprehension of the text.

She can also benefit from scoop reading while reading the story.

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Alana can benefit from:

-Using sentence sailboats in order to improve her phrasing.

-Using Fundations fluency passages with scooping to build her phrasing.

-Practicing the expression routine from HMH with a text that is at her level.

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1. teaching phrasing with "sentence staircase" as well as reading with expression with punctuation marks.

2. practice rereading to be more fluent.

3. teach how to stop and check for understanding and model retelling important parts of the story.

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Alana's strategies:

Word work with high frequency words

Repeated reading for comprehension

Using a tracker tool to track words

Reader's theatre to practice expression

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Alana needs the following:

Find a document that is on the Alana's level and interest and make her read it over and over after remodeling

Crop pictures and read words that are associated with the pictures and allow her ample time to practice recording herself using her iPad

Infuse technology with fluency practices

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To strengthen Alana's fluency, I would have her echo read a few times with the teacher modeling.

She can partner read.

Chunk the texts can help with comprehension.

Building the vocabulary.

Use a bookmark as place holder to build the fluency.

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In order to help her fluency it is important for her to practice fluency for homework following the recommended steps, which we selected from Wit and Wisdom. Using HMH it is recommended that the student practice echo reading, partner reading, choral reading and not forgetting whisper reading which causes less distraction when other students are also reading.