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Reading Fluency
Reading fluency is the ability to read text accurately, quickly, and with proper expression. It bridges the gap between word recognition and comprehension, allowing readers to focus on the meaning of the text, to predict outcomes, evaluate characters, deduce, and make connections between the text and real-world events.
Importance for Literacy Development:
Fluency is crucial because it allows readers to focus on understanding the text rather than decoding each word. Fluent readers can read more smoothly and comprehend better, leading to greater academic success.
Children who struggle with fluency may read slowly and with many errors, hindering their reading comprehension and enjoyment. This can lead to frustration and a lack of motivation to read. As your child moves up through the grades, their class work relies increasingly on supplemental reading materials for content areas in addition to explicit teaching and classroom discussion.
Direct and Indirect Effect Model of Reading (DIER)
The DIER model suggests that reading fluency directly affects reading comprehension by allowing readers to allocate cognitive resources to understanding the text rather than decoding it. Indirectly, fluency impacts vocabulary and overall reading skills, as fluent readers are more likely to engage with and enjoy reading, leading to greater exposure to new words and concepts. This model underscores the importance of developing fluency to improve overall reading comprehension.
Orton-Gillingham Approach
The Orton-Gillingham approach improves fluency through repeated reading of texts, oral reading practice, and activities that build automaticity in word recognition. Research by Rasinski et al. (2005) supports the use of repeated reading and fluency interventions. The study highlights that fluency interventions, including guided oral reading and independent silent reading, significantly enhance reading fluency and overall reading achievement.
Research Reference
Rasinski, T.V., Reutzel, D.R., Chard, D.J., & Linan-Thompson, S. (2005). “Fluency: An oft-neglected goal of the reading program.” The Reading Teacher, 59(1), 46-52.
Kim, Y.-S.G. (2017). “Direct and Indirect Effects of Literacy Skills on Reading Comprehension: A Structural Equation Modeling Approach.” Journal of Educational Psychology, 109(3), 304-320.
