Fluency: Bridge Between Decoding and Reading Comprehension

A deep, developmental construct and definition of fluencyFluency is the ability to read a text accurately, at a good pace, and with proper expression and comprehension. , in which fluency and reading comprehensionThe ability to understand what you are reading. have a reciprocal relationship, is explicated and contrasted with superficial approaches to that construct. The historical development of fluency is outlined, along with conclusions of the U.S. National Reading Panel, to explore why fluency has moved from being “the neglected aspect of reading” to a popular topic in the field. A practical, developmental instructional program based largely on the theoretical framework and research findings of Linnea Ehri is delineated. The nine essential components of that program include building the graphophonic foundations for fluency; building and extending vocabularyKnowledge of the meaning and pronunciation of words. and oral languageCommunication through speaking and listening. skills; providing expert instruction and practice in the recognition of high-frequency vocabulary; teaching common word partsLetters, onsets, rimes, syllables that, when combined, create words with meaning. and spelling patternsRefers to digraphs, vowel pairs, word families, and vowel variant spellings. ; teaching, modelingAn instruction technique where a teacher explicitly demonstrates a strategy, skill, or concept that students will be learning. , and providing practice in the application of a decodingThe ability to translate a word from print to speech by using your knowledge of sound–symbol (letter) correspondences. strategy; using appropriate texts to coach strategic behaviors and to build reading speedThe rate at which a student reads. ; using repeated reading procedures as an interventionAdditional small group or individualized instruction that is tailored to children's needs so they can make progress and be on track to meet grade-level learning goals. approach for struggling readers; extending growing fluency through wide independent reading; and monitoring fluency development through appropriate assessment procedures. The position taken throughout the piece is that teaching, developing, and assessing fluency must always be done in the context of reading comprehension.