Fluency matters
Keywords:
Fluency, Reading, Struggling Readers, Automaticity, ProsodyAbstract
Although reading fluency has been dismissed and overlooked as an important component of effective
reading instruction, the author makes that case that fluency continues to be essential for success in
learning to read. Moreover, many students who struggle in reading manifest difficulties in reading
fluency. After defining reading fluency, the article explores proven methods for improving reading
fluency, and finally explores questions regarding fluency that when answered may lead to a greater
emphasis on and understanding of reading fluency as a necessary part of teaching reading.
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References
Allington, R., McGill-Franzen, A., Camilli, G., Williams, L., Graff, J., Zeig, J., Zmach, C., Nowak, R. (2010).
Addressing summer reading setback among cconomically disadvantaged elementary students.
Reading Psychology , 31(5), 411-427.
Chomsky, C. (1976). After decoding: What? Language Arts, 53, 288-296.
Common Core State Standards Initiative (2014). Common Core State Standards Initiative. Retrieved
June 24, 2014 from: http://www.corestandards.org/.
Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with
her reading curriculum. The Reading Teacher, 58(2), 126-137.
Hasbrouck, J., & Tindal, G. A. (2006) Oral reading fluency norms: A valuable assessment tool for reading
teachers. The Reading Teacher, 59(7), 636-644.
Hiebert, E. H., & Mesmer, H. A. (2013). Upping the ante of text complexity in the Common Core State
Standards: Examining its potential impact on young readers. Educational Researcher, 42, 44-51.
Martinez, M., Roser, N., & Strecker, S. (1999). “I never thought I could be a star”: A Readers Theatre ticket
to reading fluency. The Reading Teacher, 52, 326-334.
LaBerge, D. & Samuels, S.A. (1974). Toward a theory of automatic information processing in reading.
Cognitive Psychology, 6, 293-323.
Morgan, D., Mraz, M., Padak, N., & Rasinski, T. (2008). Independent Reading. New York, NY: Guilford.
Paige, D. D., Rasinski, T. V., & Magpuri-Lavell, T. (2012). Is fluent, expressive reading important for high
school readers? Journal of Adolescent & Adult Literacy, 56(1), 67–76.
Rasinski, T., & Hamman, P. (2010). Fluency: Why it is “Not Hot.” Reading Today, 28, 26.
Rasinski, T. V., & Padak, N. D. (1998). How elementary students referred for compensatory reading
instruction perform on school-based measures of word recognition, fluency, and comprehension.
Reading Psychology: An International Quarterly, 19, 185–216.
Reutzel, D. R., Jones, C., Fawson, P., & Smith, J. (2008), Scaffolded Silent Reading: A Complement to
Guided Repeated Oral Reading That Works!. The Reading Teacher, 62, 194–207.
Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403-408.
Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177-186.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the
acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the
development of reading fluency. Reading Research Quarterly, 16, 32-71.
Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. The
Reading Teacher , 57, 520-531.
Yildirim, K., Ates, H., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between
reading fluency and comprehension in fifth-grade Turkish students. International Journal of School
and Educational Psychology, 2(1), 35-44.
Young, C. and Rasinski, T. (2009), Implementing Readers Theatre as an Approach to Classroom Fluency
Instruction. The Reading Teacher, 63, 4–13.
Addressing summer reading setback among cconomically disadvantaged elementary students.
Reading Psychology , 31(5), 411-427.
Chomsky, C. (1976). After decoding: What? Language Arts, 53, 288-296.
Common Core State Standards Initiative (2014). Common Core State Standards Initiative. Retrieved
June 24, 2014 from: http://www.corestandards.org/.
Griffith, L. W., & Rasinski, T. V. (2004). A focus on fluency: How one teacher incorporated fluency with
her reading curriculum. The Reading Teacher, 58(2), 126-137.
Hasbrouck, J., & Tindal, G. A. (2006) Oral reading fluency norms: A valuable assessment tool for reading
teachers. The Reading Teacher, 59(7), 636-644.
Hiebert, E. H., & Mesmer, H. A. (2013). Upping the ante of text complexity in the Common Core State
Standards: Examining its potential impact on young readers. Educational Researcher, 42, 44-51.
Martinez, M., Roser, N., & Strecker, S. (1999). “I never thought I could be a star”: A Readers Theatre ticket
to reading fluency. The Reading Teacher, 52, 326-334.
LaBerge, D. & Samuels, S.A. (1974). Toward a theory of automatic information processing in reading.
Cognitive Psychology, 6, 293-323.
Morgan, D., Mraz, M., Padak, N., & Rasinski, T. (2008). Independent Reading. New York, NY: Guilford.
Paige, D. D., Rasinski, T. V., & Magpuri-Lavell, T. (2012). Is fluent, expressive reading important for high
school readers? Journal of Adolescent & Adult Literacy, 56(1), 67–76.
Rasinski, T., & Hamman, P. (2010). Fluency: Why it is “Not Hot.” Reading Today, 28, 26.
Rasinski, T. V., & Padak, N. D. (1998). How elementary students referred for compensatory reading
instruction perform on school-based measures of word recognition, fluency, and comprehension.
Reading Psychology: An International Quarterly, 19, 185–216.
Reutzel, D. R., Jones, C., Fawson, P., & Smith, J. (2008), Scaffolded Silent Reading: A Complement to
Guided Repeated Oral Reading That Works!. The Reading Teacher, 62, 194–207.
Samuels, S. J. (1979). The method of repeated reading. The Reading Teacher, 32, 403-408.
Schreiber, P. A. (1980). On the acquisition of reading fluency. Journal of Reading Behavior, 12, 177-186.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the
acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Stanovich, K. E. (1980). Toward an interactive-compensatory model of individual differences in the
development of reading fluency. Reading Research Quarterly, 16, 32-71.
Valencia, S. W., & Buly, M. R. (2004). Behind test scores: What struggling readers really need. The
Reading Teacher , 57, 520-531.
Yildirim, K., Ates, H., Rasinski, T., Fitzgerald, S., & Zimmerman, B. (2014). The relationship between
reading fluency and comprehension in fifth-grade Turkish students. International Journal of School
and Educational Psychology, 2(1), 35-44.
Young, C. and Rasinski, T. (2009), Implementing Readers Theatre as an Approach to Classroom Fluency
Instruction. The Reading Teacher, 63, 4–13.
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Published
2017-08-09
How to Cite
Rasinski, T. (2017). Fluency matters. International Electronic Journal of Elementary Education, 7(1), 3–12. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/60
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