Fluency: Bridge Between Decoding and Reading Comprehension

Abstract

A deep, developmental construct and definition of fluency, in which fluency and reading comprehension 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 vocabulary and oral language skills; providing expert instruction and practice in the recognition of high‐frequency vocabulary; teaching common word parts and spelling patterns; teaching, modeling, and providing practice in the application of a decoding strategy; using appropriate texts to coach strategic behaviors and to build reading speed; using repeated reading procedures as an intervention approach for struggling readers; extending growing fluency through wide independent reading; and monitoring fluency development through appropriate assessment procedures. The position is taken throughout that teaching, developing, and assessing fluency must always be done in the context of reading comprehension.

Efficient Learning for the Poor: Insights from the Frontier of Cognitive Neuroscience

“…The comparative merits of teaching fluency versus discussion of word meanings were tested with struggling primary-school readers; it was found students who had learned to recognize the words to the point of automaticity answered more comprehension questions than students who merely were instructed on individual word meanings (Tan and Nicholson 1997). This is why fluency is now considered a prerequisite for comprehension (Snow et al 1998;Pikulski and Chard 2005 (Goswami 1999). However, it was found that four one-hour sessions of word games in Israel significantly increased children's performance (Bentin and Leshem 1993).…”

Promover a fluência em leitura: um estudo com alunos do 2º ano de escolaridade

“…A automatização da leitura permite que esta seja feita sem esforço, libertando recursos cognitivos e atencionais para a compreensão do texto e para a sua monitorização. (NATIO-NAL READING PANEL, 2000;VIANA, 2002;PIKULSKI;CHARD, 2005).…”

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

“…The operational definition used in the current study refers to reading accuracy as the translation of printed words into a representation similar to oral language (Algozzine et al, 2008;Capraro, 2006;Carlson et al, 2013;HØIen-Tengesdal & TØNnessen, 2010;Hudson et al, 2011;Miller & Keenan, 2009;Padeliadu & Antoniou, 2013;Pikulski & Chard, 2005;Rautenberg, 2013;Suggate et al, 2014;Weiser, 2013).…”

“…Constructing meaning from written language requires making a connection to oral language (Capraro, 2006;Padeliadu & Antoniou, 2013). A printed word must be connected to an individual's phonological memory for the word and be connected to the meaning of the word or it cannot be accurately decoded or understood (Pikulski & Chard, 2005). Reading the words at an adequate rate is highly related to comprehension.…”

“…In decoding, readers sound out words by pronouncing their parts and then joining those parts to form words (HØIen-Tengesdal & TØNnessen, 2010;Hudson et al, 2011;Pikulski & Chard, 2005;Suggate et al, 2014). To comprehend what is being read, readers must be able to decode words and join the parts quickly and accurately.…”