This paper examines the relationship between reading fluency and mathematical performance in the middle school classroom, drawing on Richard Allington's work on struggling readers. It argues that students who struggle with word problems may be hindered not only by gaps in mathematical understanding but also by insufficient reading fluency. The paper applies Allington's principles — increasing reading volume, matching material to student ability levels, and building familiarity through repeated exposure — to the math classroom. It proposes cross-disciplinary strategies, including role-playing activities, real-world math applications, and collaborative group work, to build student confidence and fluency in both reading and mathematics simultaneously.
The paper demonstrates the technique of disciplinary transfer — taking principles established in one academic field (reading education) and systematically applying them to solve a problem in another (mathematics instruction). Each paragraph builds on the Allington framework before extending it to a new context, showing how to synthesize a single source into a sustained, original argument.
The essay moves from problem identification (students struggle with word problems; fluency may be the cause) to theoretical grounding (Allington's fluency principles) to practical application (cross-disciplinary and cooperative strategies). The conclusion reinforces the mutual benefit of both verbal and mathematical students working together, tying the argument back to the opening scenario. The structure is linear and cumulative, with each section logically preparing the reader for the next.
Eyes roll at the sight of dreaded word problems. "I hate word problems," says the student — a familiar scenario for any middle school math teacher. Initially, such a teacher might assume that the complaining student has difficulty translating words into mathematical concepts; in other words, that the student does not understand the concept behind the math but merely knows how to manipulate numbers in imitation of the teacher. While this may be the case, Richard Allington also raises the provocative concept of reading fluency as an additional problem in the math classroom. The student may actually understand the math, yet feel so uncomfortable with reading that the extra steps required by a word problem become tedious and time-consuming. In other words, the student has a low level of fluency even though he or she may have an adequate level of mathematical understanding and ability. Additionally, the student might also be struggling to read the words themselves quickly — a low level of verbal fluency compounding the mathematical challenge.
Reading fluency is critical for students to excel in all aspects of classroom performance, not merely those within the framework of English literature and composition. Fluency itself is a measurable notion, dealing with reading rate. Allington states that it is important to consider reading speed when assigning texts to students, so they do not become frustrated and give up when confronted with too short a deadline for too lengthy a reading. Even if capable of understanding the material, students may find difficulty engaging with an assignment if they are not sufficiently fluent readers and feel pressed for time. This observation applies just as readily to math as it does to any literacy-centered subject.
The solution to the problem of fluency across all disciplines lies in matching assignments to students' levels of ability and providing them with appropriately paced material. Allington stresses increasing reading volume overall in the classroom to raise students' reading fluency. Frequency of use, comfort, and familiarity all build fluency over time. This principle of reading can likewise be applied to the middle school mathematics classroom. Rather than relegating math to one corner of classroom knowledge, mathematical thinking can be present across all areas of classroom life. Even simple, everyday exposure to mathematical analysis — applied to ordinary tasks — can be genuinely helpful in building fluency and confidence.
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