1.5 Fluency: Best Advice Learning Improvement
1.5 | BEST ADVICE | LEADING LEARNING IMPROVEMENT DEPARTMENT FOR EDUCATION AND CHILD DEVELOPMENT Fluency requires background knowledge of the material being read, rapid retrieval of the relevant vocabulary, and knowledge of syntax and grammatical forms that allow the reader to predict upcoming words to assist speed and accuracy. Fluency Deslea Konza, Associate Professor, Faculty of Education and Arts, Edith Cowan University, Western Australia ‘The goal in fluency instruction is not fast reading, although that happens to be a by-product of the instruction, but fluent meaning-filled reading’ (Rasinski, International Reading Association, 2002, p.5). What is fluency? Kuhn & Stahl, 2013; Kuhn & Rasinski, 2014; Kim, 2015; Young et al, 2016). The most compelling reason for this renewed Fluency is the ability to read text accurately, quickly and interest is because of the strong correlation between with expression. It occurs without conscious effort when reading fluency and reading comprehension (Schreiber, all the component skills of reading are in place so the 1980; Allington, 1983; Samuels, 1988; Pikulski & Chard, 2005; reader can focus on the meaning of a text. Fluent readers Wilson, 2011; Rasinski, 2012; Kim, 2015; Clemens et al, 2016). can maintain their skill over very long periods of time and The link is so close that fluency and comprehension can can generalise across texts. be seen as interdependent. Fluency can only occur if the reader comprehends the material as it is read in order to pause and phrase groups of words appropriately. Why fluency matters Similarly, if reading is hesitant and disjointed, meaning The achievement of oral reading fluency marks an is lost.
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