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Target the Problem!

Fluency

Fluency is defined as the ability to read with speed, accuracy, and proper expression. In
order to understand what they read, children must be able to read fluently whether they
are reading aloud or silently. When reading aloud, fluent readers read in phrases and add
intonation appropriately. Their reading is smooth and has expression.

Children who do not read with fluency sound choppy and awkward. Those students may
have difficulty with decoding skills or they may just need more practice with speed and smoothness in reading.

A kid's perspective

What this feels like to me

• I just seem to get stuck when I try to read a lot of the words in this chapter.”
• “It takes me so long to read something.”
• “Reading through this book takes so much of my energy, I can't even think about what it means.”

What I can do to help myself

• Track the words with your finger as a parent or teacher reads a passage aloud. Then you read it.
• Have a parent or teacher read aloud to you. Then, match your voice to theirs.
• Read your favorite books and poems over and over again. Practice getting smoother and reading with expression.

A parent's perspective

What I see at home

• He knows how to read words but seems to take a long time to read a short book or passage silently.
• She reads a book with no expression; every word and sentence sounds the same.
• He stumbles a lot and loses his place when reading something aloud.
• She moves her mouth when reading silently (subvocalizing).

What I can do to help

• Support and encourage your child. Realize that he or she is likely frustrated by reading.
• Check with your child’s teachers to find out their assessment of your child’s decoding skills.
• Read aloud to your child to provide an example of how fluent reading sounds.

A teacher's perspective

What I see in the classroom

• Her results on words-correct-per-minute assessments are below grade level or target.
• He has difficulty and grows frustrated when reading aloud, either because of speed or accuracy.
• She does not read aloud with expression, changing her tone where appropriate.
• He does not chunk words into meaningful units.

What I can do to help

• Assess the student to make sure that word decoding or word recognition is not the source
  of the difficulty.
• Give the student independent level texts that he can practice with again and again. Regularly time the student and calculate words-correctper- minute.
• Read a short passage and then have the student immediately read it back to you.

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