Fluent Reading
​What does it mean to be a fluent reader? ​
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A fluent reader is much more than a fast reader. Fluent readers . . .
1) read at appropriate rates,
2) with adequate comprehension,
3) and are metacognitively aware of their reading process.
In regards to rate and comprehension, fluent readers read level appropriate texts with the rate of 200 words per minute and with 70% comprehension (Anderson, 2014).
Additionally, fluent readers are aware of their personal reading process. This means they are actively and strategically reading. Active readers know why they are reading--what is their purpose and how they are reading--what skills they are using. Learners are strategic when they know the what, how, and when for each skill they use.
How can I increase my learner's reading fluency?
You can increase your learner's reading fluency by helping them . . .
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learn about the four purposes for reading
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increase their reading rate
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develop reading comprehension skills
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create reading self-awareness (metacognition)
Remember that it takes A LOT OF TIME AND PRACTICE for readers to become fluent!
Recommended rate buliding activitites include repeated readings, self-paced readings, rate push-down, rate build-up, and shadow reading. To further encourage fluency, learners should complete a simple comprehension check after each drill. This could be in the form of writing or speaking a short summary, or answering pre-written questions.
Unknown words and unfamiliar text structures is one of the highest, most concerning academic demands that slows learners’ reading rate and causes comprehension confusion. Activities and strategies in this section will build both vocabulary and general reading comprehension, increasing your learners fluency.
The most effective and efficient readers set a goal or purpose before they read. These purposes are important to understand because they determine how the learners read, what strategy they will use, and at what rate they will read. There are four general categories of reading: reading to search, reading to comprehend, reading to learn, and reading to integrate.
