Reading Fluency Essay

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Running head: READING FLUENCY Reading Fluency Strategies: Helping Students with Learning Disabilities Marcia C. Richardson EDSP 410 Date: August 13, 2012 Reading Fluency Strategies: Helping Students with Learning Disabilities One of the most prevalent problems among students in school across the nation today is their ability to read with fluency. Fluency is a vital skill for all students; students with learning disabilities are most at risk for presenting difficulties in fluency. In actuality, obstacles with reading are one of the major reasons students are referred for special education services (Welch, 2006, p.180). However, in most cases when reading difficulties is mention reading comprehension and word reading skills are often depicted and not fluency. Nevertheless, students with LD can be accommodated to conquer not being able to read with fluency through a mixture of strategies. In fact current research conducted in this area of reading indicated that most students that do not read with fluency do not apply reading strategies or strategies are not being implemented by teachers in the classroom (Friend, & Bursuck, 2012, p. 455). This paper will look at three reading strategies for fluency, repeated reading, peer tutoring and previewing. Reading fluency means the capability to accurately and quickly read written words with expressions and understanding. According to reading expert Calhoon (2005), fluent readers do not need to decode each word; they read quickly and can focus on comprehension through automaticity. This factor is extremely essential in the process of developing proficiency in reading. Calhoon (2005) also states that fluent readers have good word identification and vocabulary skills. Fluent readers are able to create a connection between their prior knowledge and the text. However, reading fluency

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