This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word‐level automaticity and speed in reading text. Prosodic features are variations in pitch, stress patterns, and duration that contribute to expressive reading of a text. To assess reading fluency, including all its aspects, teachers listen to students read aloud. Students' accuracy can be measured by listening to oral reading and counting the number of errors per 100 words or a running record. Measuring reading rate includes both word‐reading automaticity and speed in reading connected text using tests of sight‐word knowledge and timed readings. A student's reading prosody can be measured using a checklist while listening to the student. To provide instruction in rate and accuracy, variations on the repeated readings technique are useful. To develop prosody, readers can listen to fluent models and engage in activities focused on expression and meaning. Opportunities to develop all areas of reading fluency are important for all readers, but especially for those who struggle.

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Despite the recent attention to text reading fluency, few studies have studied the construct of oral reading rate and accuracy in connected text in a model that simultaneously examines many of the important variables in a multi-leveled fashion with young readers. Using Structural Equation Modeling, this study examined the measurement and structural relations of the rate and accuracy of variables important in early reading: phonemic blending, letter sounds, phonograms, decoding, single-word reading, reading comprehension, and text reading as well as reading comprehension among second grade readers. The effects from phonemic blending fluency and letter sound fluency to decoding were completely mediated by phonogram fluency, decoding fluency, single-word reading fluency, and reading comprehension had direct effects on the text reading fluency of the second grade students. Understanding the relationship among the many component skills of readers early in their reading development is important because a deficiency in any of the component skills has the potential to affect the development of other skills and, ultimately, the development of the child as a proficient reader.