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Reading Fluency Assessment and Instruction: What, Why, and How?

2005; Wiley; Volume: 58; Issue: 8 Linguagem: Inglês

10.1598/rt.58.8.1

1936-2714

Roxanne F. Hudson, Holly B. Lane, Paige C. Pullen,

Child Development and Digital Technology

The Reading TeacherVolume 58, Issue 8 p. 702-714 Reading Fluency Assessment and Instruction: What, Why, and How? Roxanne F. Hudson, Roxanne F. Hudson Florida State University (227 N. Bronough St., Suite 7250, Tallahassee, FL 32301, USA)Search for more papers by this authorHolly B. Lane, Holly B. Lane University of Florida in GainesvilleSearch for more papers by this authorPaige C. Pullen, Paige C. Pullen University of Virginia in Charlottesville.Search for more papers by this author Roxanne F. Hudson, Roxanne F. Hudson Florida State University (227 N. Bronough St., Suite 7250, Tallahassee, FL 32301, USA)Search for more papers by this authorHolly B. Lane, Holly B. Lane University of Florida in GainesvilleSearch for more papers by this authorPaige C. Pullen, Paige C. Pullen University of Virginia in Charlottesville.Search for more papers by this author First published: 09 November 2011 https://doi.org/10.1598/RT.58.8.1Citations: 169AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onEmailFacebookTwitterLinkedInRedditWechat Abstract This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word-level automaticity and speed in reading text. Prosodic features are variations in pitch, stress patterns, and duration that contribute to expressive reading of a text. To assess reading fluency, including all its aspects, teachers listen to students read aloud. Students' accuracy can be measured by listening to oral reading and counting the number of errors per 100 words or a running record. Measuring reading rate includes both word-reading automaticity and speed in reading connected text using tests of sight-word knowledge and timed readings. A student's reading prosody can be measured using a checklist while listening to the student. To provide instruction in rate and accuracy, variations on the repeated readings technique are useful. To develop prosody, readers can listen to fluent models and engage in activities focused on expression and meaning. 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