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The role of fluency in learning how to read

Fluency plays a major role in understanding what we read. However, it develops over time and when specific attention is paid to it. When children are learning to read, it is critical that they hear fluent reading and are given opportunities to read lots of easy material where they can gain consistency in left to right eye movement – initially across a word, then across a line of print and eventually over several lines of print. These physical movements lay the foundation for print-voice match and eventually gathering up of several units of words (phrases) to be read with fluency.

So what is fluency? Linda Dorn in her publication 'Teaching for Deep Comprehension' offers a comprehensive view of fluency that clearly links this element of reading directly to comprehension. She defines fluency as "the assembly of thoughts and ideas in an effortless and smooth sequence for the purpose of making meaning".

She further states that "fluency consists of three interrelated elements: speed, rhythm and flexibility. Speed relates to retrieval rate, while rhythm relates to phrasing and orchestration. Flexibility implies that the reader understands how to self-regulate, or pace, his or her reading according to changing purposes and needs".

When we consider this view of fluency it implies that fluent reading cannot be linked to a stage of development at which readers can read all the words quickly or easily. Fluency changes depending on what readers are reading, their familiarity with the words, and how much practice they have had with reading.

How do we support fluent reading in our parenting and teaching of beginning readers? A good starting point is to ensure the books read are easy enough so that the reader controls the meaning of the story. When meaning is understood, this can provide the feedback for noticing errors quickly, leading to self-correction and the momentum of the reading being adjusted accordingly. When children are given books that are too hard to read, several barriers to fluency occur:

• word-by-word reading with frequent stops and starts

• awkward phrasing and frequent interruptions

• mispronounced words or stress on the wrong syllable

• choppy or monotonous reading

• too much word solving consumes memory space and makes it difficult to build fluent processing

• sustained attention and concentration can be negatively influenced

Fluent reading can be encouraged by paying close attention to the role of oral language, questioning for meaning and thinking, and arranging for large quantities of practice on easy text. Books that offer rhythmic repetition or repeated parts also support fluency.

When children are given new or challenging texts to read, we can support their fluency by ensuring the following:

• matching the text level to the child's reading ability

• set purposes for the reading through book conversations

• expose children to unfamiliar language and vocabulary prior to the reading

• encourage deep thinking beyond the text

• engage children in meaningful discussions while reading

• demonstrate fluent reading

When the reading is not sounding fluent, even when the text is not a challenging one, the following comments can help:

• Put these words together so that it sounds like talking.

• How would you say that?

• Did your reading sound good?

• Make it sound like a story you would love to listen to.

• Read this part like the character would say it.

• Can you read this part as a question?

• Read this part with excitement.

• Read it smoothly.

Children's fluency can be improved with explicit instruction. Parents and teachers can support fluency by examining texts and raising their awareness of fluency issues that can affect a child's comprehension. Before giving a child a book to read, provide a book introduction that puts the meaning of the book in the head of the reader, allowing him or her to better anticipate the story or the information in the text.

Deliberately point out the role of punctuation and how it supports meaningful construction. Help children notice punctuation marks so that they can alter their voice tone and pacing accordingly. When intonation is not present in the reading and it is affecting comprehension, demonstrate through explicit modelling how a particular piece of text should be read. Consider finger pointing – is it a help or hindrance to fluency? Finger pointing can deter fluency especially if it is a habit. Gently discourage the use of finger pointing or head-bobbing when reading. Simply tell the reader: "Use your eyes to read". Finger pointing may be used for problem solving, by slowing down to examine a word part more closely, but it does deter fluency if it is allowed to become a habit. Speed is often equated with fluency but this is quite misleading. Children can actually learn to read fast and still not be fluent or understand what they read. Good readers read in a well-paced and well-phrased manner. When encouraging fluency with readers do not place the emphasis on speed but on reading with understanding, and when meaning breaks down, they should stop and do something about it. A few specific activities that could to raise a reader's attention to phrasing could include:

• the framing of groups of words – using two fingers or strips of card;

• oral modelling – to get the sound of the language to the ear;

• pushing behind the words – again, with a finger or with a strip of card;

• manually separating a sentence into groups of words to help the reader learn about pacing and phrasing.

Fluency is more than speed and accuracy; it is also pacing, phrasing, reading punctuation cues, expression, and intonation. All of these aspects of fluency must be given attention, in order to help the reader to maintain meaning as the ultimate goal of reading text.

Next month: Developing phonetic skills. E-mail your questions and comments to literacymatters@logic.bm