Hasbrouck, J. (2006). Drop Everything and Read — But How? For Students Who Are Not Yet Fluent, Silent Reading Is Not the Best Use of Classroom Time. American Educator 30(2), Summer 2006.
Silent reading seems like a good idea since it gives students additional practice. Round Robin seems like a good idea since it focuses the class on oral reading. But increasing fluency requires more practice, more support, and more guided oral reading than either of these strategies can deliver. This article cuts through the buzz around fluency and review what reading fluency is, why it is essential to ensure that our students have sufficient fluency, how fluency should be assessed, and how to best provide fluency practice and support for our students.