Integrated fluency instruction: Three approaches for working with struggling readers
Keywords:
Reading fluency, Struggling readers, Reading instruction, Oral reading, Classroom interventions, Accuracy, automaticity, Prosody, Comprehension, Achievement gains, Reading ability, Teaching methods, Repetition, Word recognitionAbstract
Effective fluency instruction should focus on reading with understanding, rather than simply reading
quickly or expressively. This article outlines three research-based instructional approaches that assist
students in developing accurate, automatic word recognition and prosody; at the same time, they
ensure learners attend to the text’s meaning as they read. All three approaches integrate instructional
principles known to improve reading fluency (modeling, scaffolding, repetition, and extensive
opportunity for the reading of connected text). They are also clear and easy-to-implement and have
proven successful with struggling readers. As a result, these approaches contribute to learners’
reading success both within and outside of the classroom.
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References
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Teacher, 42, 690–693.
Rasinski, T.V., & Hoffman, J.V (2003). Oral reading in the school curriculum. Reading Research Quarterly,
38, 510-522.
Stahl, S.A., & Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. Journal of Literacy Research,
37, 25-60.
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the
acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Zimmerman, B.S., Rasinski, T.V., & Malewski, M. (2013). When kids can’t read, what a focus on fluency
can do: The reading clinic experience at Kent State University. In E. Ortleib, E. Cheek (Eds.),
Advanced Literacy Practices: From the clinic to the classroom (pp. 137-160). United Kingdom: Emerald
Group Publishing Limited.
Zimmerman, B.S., Rasinski, T.V., Kruse, S.D., Was, C., Dunlosky, J., & Rawson, K. (in press). Enhancing
outcomes for struggling readers: An empirical analysis of the Fluency Development Lesson.
International Journal of School and Educational Psychology.
York, NY: Guilford Press.
Betts, E.A. (1946). Foundations of reading instruction. New York: American Book Co. Common Core
State Standards Initiative (204). Common Core State Standard Initiative. Downloaded June 24, 2014
from: http://www.corestandards.org/.
Dowhower, S. (1989). Repeated reading: Theory into practice. The Reading Teacher, 42, 502-507.
Fountas, I.C., & Pinnell, G.S. (1999). Matching books to readers: Using leveled books in guided reading,
K-3. Portsmouth, NH : Heinemann.
Gill, S. R. (2007). The forgotten genre of children’s poetry. The Reading Teacher, 60, 622-625.
Hasbrouck, J., & Tindal, G. A. (2006) Oral reading fluency norms: A valuable assessment tool for reading
teachers. The Reading Teacher, 59(7), 636-644.
Hoffman, J. V., & Crone, S. (1985). The oral recitation lesson: A research-derived strategy for reading
basal texts. In J.A. Niles & R.V. Lalik (Eds.), Issues in literacy: A research perspective, 34th yearbook of the
National Reading Conference (pp. 76-83). Rochester, NY: National Reading Conference.
Kuhn, M., Schwanenflugel, P., Morris, R., Morrow, L, Woo, D., Meisinger, E., Sevcik, R., Bradley, B., & Stahl,
S. (2006). Teaching children to become fluent and automatic readers, Journal of Literacy Research,
38, 357-387.
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of
Educational Psychology, 95, 3-22.
Pearson, P.D., & Gallagher, M.C., (1983). The instruction of reading comprehension. Contemporary
Educational Psychology, 8, 317-344.
Rasinski, T. V. (1989). Fluency for everyone: Incorporating fluency in the classroom. The Reading
Teacher, 42, 690–693.
Rasinski, T.V., & Hoffman, J.V (2003). Oral reading in the school curriculum. Reading Research Quarterly,
38, 510-522.
Stahl, S.A., & Heubach, K.M. (2005). Fluency-Oriented Reading Instruction. Journal of Literacy Research,
37, 25-60.
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the
acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
Zimmerman, B.S., Rasinski, T.V., & Malewski, M. (2013). When kids can’t read, what a focus on fluency
can do: The reading clinic experience at Kent State University. In E. Ortleib, E. Cheek (Eds.),
Advanced Literacy Practices: From the clinic to the classroom (pp. 137-160). United Kingdom: Emerald
Group Publishing Limited.
Zimmerman, B.S., Rasinski, T.V., Kruse, S.D., Was, C., Dunlosky, J., & Rawson, K. (in press). Enhancing
outcomes for struggling readers: An empirical analysis of the Fluency Development Lesson.
International Journal of School and Educational Psychology.
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Published
2017-08-09
How to Cite
Kuhn, M., Rasinski, T., & Zimmerman, B. (2017). Integrated fluency instruction: Three approaches for working with struggling readers. International Electronic Journal of Elementary Education, 7(1), 71–82. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/65
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