Reading Fluency Assessment And Instruction Essay

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Reading fluency assessment and instruction: What, why, and how? “Reading fluency is one of the defining characteristics of good readers...a lack of fluency is a reliable predictor of reading comprehension problems”(702). Once children learn phonemic awareness, the next step is phonics; once they learn the basic sound-symbol relationship, they must go through the different stages of literacy development until they gradually reach the fluent stage. If students do not advance to become fluent readers, their comprehension will suffer greatly; they will consequently read word for word, struggle with word-reading accuracy, rate, and prosody, and they will also struggle with the understanding of chunking groups of words together to build fluent sentences. Because of these problems, a child’s comprehension will diminish on a consistent basis because they will be concentrating solely on pronouncing the words rather than understanding what the words mean and how they connect to a story or passage. Instruction is crucial when it comes to the elements of reading fluency: accurate word identification, rate, and prosody; also, exceptional teachers will become quickly aware of each child’s needs in his/her classroom and will plan accordingly to provide proper instruction for these students. To begin, the most important reason why reading fluency must be constantly taught and assessed is because of its strong correlation to reading comprehension; according to this article, “poor automaticity in word reading or slow, laborious movement through the text taxes the reader’s capacity to construct an ongoing interpretation of the text”(703). They also state that without accurate word identification and poor prosody, a child may change the author’s intended meaning by substituting or misreading a word, or perhaps changing or omitting the author’s intended punctuation for

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