The Critical Role of Reading Fluency in Literacy Development: The underestimated component of the “Big 6”

Our schoolED Consultant Emma Naselli writes:

Learning to read is a complex journey, blending various linguistic skills and cognitive processes. Among these, reading fluency holds a prominent place, recognised as one of the six essential components of effective reading instruction. Often underestimated, reading fluency isn’t merely a skill to be mastered; it’s a bridge that connects basic word recognition to the ultimate goal of reading: comprehension.

Why reading fluency is essential

Reading fluency, integrates multiple aspects of language and cognition. Scarborough’s Reading Rope framework illustrates fluency at the point where the 2 key strands of word recognition and language comprehension intertwine to create skilled reading.

Pikulski and Chard (2005) emphasise that fluent reading requires mastering a web of interacting skills and knowledge that enable the transition from decoding to understanding. Without fluency, readers struggle to make sense of text in meaningful ways.

Unfortunately, fluency is sometimes oversimplified as a quick activity in a reading block. It encompasses much more than just speed or accuracy; it’s about reading in a way that promotes understanding. Effective fluency instruction combines explicit teaching with consistent practice.

 Achieving fluency requires nurturing three key components:

1. Accuracy
Accuracy is the cornerstone of fluency. The ability to read words correctly is essential for comprehension; without it, readers cannot understand the text’s meaning.

2. Automaticity
Automaticity refers to the ability to recognize words quickly and effortlessly. Fluent readers don’t have to pause to decode each word, allowing them to maintain a reading pace that supports comprehension. Ehri’s concept of orthographic mapping explains this process:

fluent readers can instantly recognise familiar words as whole units rather than piecing them together phonetically.

3. Prosody
Prosody involves the rhythm and expression with which text is read, including intonation, stress, and timing. This expressive reading not only makes the reading experience more engaging but also aids in conveying the text’s meaning.

The impact of fluency on comprehension and cognitive resources

Fluency is vital for comprehension because it allows readers to shift focus from decoding words to understanding the content. Rasinski and Samuels (2011) suggest that when readers achieve fluency, they can dedicate cognitive resources to higher-level thinking. Without the mental burden of decoding each word, fluent readers can engage more deeply with the material, leading to improved retention and understanding.

Recognising fluency in the curriculum

The value of fluency in reading development is reflected in the revised Victorian Curriculum V2, which now includes “Building fluency and making meaning” as a standalone sub-strand. This addition emphasises fluency as a crucial element of literacy instruction.

Effective strategies for teaching reading fluency

Research highlights the importance of practices that encourage repeated oral reading with feedback, showing that these approaches significantly benefit both strong and struggling readers. Effective strategies include:

1.  Modelled Fluent Reading: Teachers or proficient readers demonstrate what fluent reading sounds like, giving students a model to follow.
2. Repeated Reading: Students read the same text multiple times, which enhances accuracy, speed, and expression.
3. Paired Reading: Pairing a less fluent reader with a more proficient one allows for support and immediate feedback, creating a positive learning environment.
4. Reader’s Theatre and Performances: These activities encourage students to practice expressive reading, building their prosody skills.
5. Wide and Deep Reading: Exposing students to a variety of texts fosters fluency across different genres and styles, essential for comprehensive literacy.

Fluency for older students

While fluency instruction is often emphasised in the early years as students learn to decode words, it remains relevant for older students, especially as they encounter more complex texts. Fluency instruction for older students often looks different from that of younger students, focusing more on comprehension, expression and tackling complex texts and vocabulary. Paired reading and working with engaging, age-appropriate material can all enhance fluency.

Reading fluency is a multifaceted skill that requires time, practise, and targeted instruction. As educators, focusing on fluency means guiding students not only to read words correctly and quickly but to read with expression and understanding. By nurturing fluency, we help students unlock the full potential of reading, building a foundation for lifelong learning and comprehension.

References:

Ehri, L.C.(2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5-21.

Pikulski, J.J., & Chard, D. J. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-519.

Rasinski, T., & Samuels, S. J. (2011). Reading fluency: The forgotten dimension of reading success. In R. E. Allington & A. McGill-Franzen (Eds.), Handbook of reading disability research (pp. 127–136). Routledge.

Scarborough, H. S. (2001). Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. In S. Neuman & D. Dickinson (Eds.), Handbook for research in early literacy (pp. 97–110). New York, NY: Guilford Press.