Fluency Neglected?

Reading-development experts often complain that fluency is a highly neglected skill in planning instruction for children and adults.  

 

Are your learners fluent readers? Do you know? Do you think of fluency in terms of oral performance alone? Do you have students practice fluency in your instruction? If so, how? 

 

Could it be that we simply have delayed defining fluency as a critical reading component? How do you define fluency, and how closely do you relate fluency with comprehension?

 

The article "Fluency: Bridge between decoding and reading comprehension" (Pikulski and Chard, 2005) responds to the very complex question relating to the relationship between fluency and comprehension. The article says, "Fluency has sometimes been viewed as essentially an oral reading phenomenon. The National Reading Panel defined reading fluency as "the ability to read text quickly, accurately, and with proper expression" (NICHD, 2000). Definitions that emphasize the oral aspect of fluency may, at least in part, account for why fluency has not historically received much attention. 

 

Stecker, Roser, and Martinez (1998) sum up their their review of fluency research, stating "The issue of whether fluency is an outgrowth [of] or a contributor to comprehension is unresolved. There is empirical evidence to support both positions." However, in the end they concluded, "Fluency has been shown to have a 'reciprocal relationship' with comprehension, with each fostering the other."

 

A definition of fluency needs to encompass more than oral reading. The Literacy Dictionary: The Vocabulary of Reading and Writing defined fluency as "freedom from word identification problems that might hinder comprehension" (Harris & Hodges, 1995). What do you think? Would you add anything to that definition?

 

The LINCS Resource Collection article "Childhood - Teaching Approaches - Fluency Instruction" suggests two research-based approaches related to fluency development, which, in my view, apply to adults as well. "In the first approach, repeated and monitored oral reading (commonly called "repeated reading"), students read passages aloud several times and receive guidance and feedback from the teacher. In the second approach, independent silent reading, students are encouraged to read extensively on their own.""

 

The same resource suggests several proven ways to help students become more fluent readers. One of those suggestions promotes family literacy, a topic we have been discussion of late! "Have other adults read aloud to students. Encourage parents or other family members to read aloud to their children at home. The more models of fluent reading the children hear, the better." As adults read to children in their families, they develop fluency as well!

 

Research from this and other sources stress the importance of having students repeatedly read the same passage several times. Interestingly, however, that research discourages the kind of "popcorn reading" that so many instructors continue to implement with no results! No more popcorn reading!

 

You are invited to review this LINCS resource and return here to share your views on what you picked up from the promising practices listed. Thanks in advance! Leecy