Fluency in reading is the difference between merely decoding words, and reading with a level of speed so the reader does not have to concentrate on comprehension. When a reader is fluent, the words are recognized automatically rather than consciously. Fluency is characterized by automatically, accuracy and proper expression or prosody. Prosody refers to the use of stress, intonation, and pauses, or reading with feeling (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). "When fluent readers read aloud, the text flows as if strung together like pearls on a necklace, rather than sounding halting and choppy" (Blau 2007).
What is reading comprehension?
Comprehension is the ability to "analyze, interpret, draw conclusions, and infer meaning from texts" (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). It is reading with understanding, not merely recognizing letters and words out of context. Reading comprehension takes the learner beyond phonics into understanding the language of print.
What is the relationship between fluency and comprehension?
Fluency and reading comprehension are not the same, but they are critically interrelated. Fluency provides a bridge between word recognition and comprehension because comprehension will always be labored without fluency. A non-fluent reader must stop to decode words, disrupting the meaning of the passage and also the pleasure of reading (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). A non-fluent reader is not an enthusiastic or confident reader.
Discuss which strategies or activities will help students to become fluent readers
To improve fluency through modeling, a teacher needs to model fluent reading by reading aloud. "The most powerful way for you to help your students is to read aloud to them, often and with great expression" from varied sources (Blau 2007) Assigning 'reading buddies' for students to read aloud to is also effective (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers").
Having guided oral reading instruction by using reading centers where students can listen and use aural media, creating echoed reading exercises, and allowing students to work in pairs as silent readers on the same text and then ask questions of one another reinforces critical concepts, the process of reading, and can act as vocabulary-building exercises (Busy Teacher's Cafe, 2007, "Improving reading fluency in young readers"). If available, resource aids can act as support for uncertain readers and help them make the critical transition to fluency: "Provide support for your nonfluent readers by asking tutors -- instructional aides, parent volunteers, or older students -- to help. The tutor and the student can read a preselected text aloud simultaneously" (Blau 2007).
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