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

By Roxanne F. Hudson, Holly B. Lane, Paige C. Pullen. The Reading teacher, 2005

492 citations recorded by the source corpus.

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. Opportunities to develop all areas of reading fluency are important for all readers, but especially for those who struggle.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/3eada6195ce50a01d00c45fe692a59a7cd883f54

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers (2006, background): “Recent examples are Hudson, Lane, and Pullen (2005); Kuhn (2004/ 2005); and Pikulski and Chard (2005).”
Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody (2006, background): “) This represents an improvement that is more than double the approximately 15–20 word-count-perminute gain that is expected of normally developing fourth graders (Hudson et al., 2005).”
The Complex Nature of Reading Fluency: A Multidimensional View (2008, methodology): “In the meantime, teachers can listen to a student read a passage orally and attend to the student’s inflection, phrase boundaries, and expression using a rubric or checklist (e.g., Daane et al., 2005; Hudson et al., 2005; Pinnell et al., 1995; Zutell & Rasinski, 1991).”
The Language Demands of Science Reading in Middle School (2006, background): “Unfortunately, current reading comprehension instruction at the secondary level focuses almost exclusively on two narrow, highly popularized sets of strategies: fluency‐oriented strategies, such as repeated reading, chunking, and prosody monitoring (eg, Hudson, Lane, & Pullen, 2005 ; Rasinski, 200”