Fluency beyond the primary grades: From group performance to silent, independent reading

Abstract

e all know fluent reading when we hear it, but what exactly is it? Fluency is integral to comprehen sion and is a critical component of successful reading, but even reading researchers don't agree on a single definition (Strecker, Roser, & Martinez, 1998). In fact, fluency is not a simple concept (Zuteil & Rasinski, 1991). Like music, it consists not only of rate, accuracy, and auto maticity, but also of phrasing, smoothness, and expressiveness. Fluency gives language its mu sical quality, its rhythm and flow, and makes reading sound effortless. Even when classroom contexts and experi ences are rich, many students do not develop oral reading fluency on their own (Pinnell et al., 1995) and need explicit instruction and experi ences that specifically target fluency. Students also need to understand that the goal of reading is constructing meaning and that fluency in oral reading helps to develop ease, rate, and under standing while reading silently. Traditional methods of fluency practice, such as unre hearsed oral reading, may not focus on either comprehension or student engagement. In the literacy autobiographies of preservice teachers over the past 5 years, we have been struck by their enduring memories of this type of reading aloud in school. All names are pseudonyms. w Stacey: I felt that if I could read fast enough, the other kids