The Role of Fluency in Reading Proficiency

Reading fluency is a critical bridge between decoding and comprehension, encompassing the ability to read text accurately, at an appropriate pace, and with meaningful expression. Shanahan defines fluency as “the ability to read text aloud with accuracy, speed, and proper expression” (Shanahan, p. 18), highlighting the multifaceted nature of this foundational reading skill.

Key Components of Fluency

1. Accuracy
   Accuracy in reading involves correctly decoding and recognizing words, which is essential for comprehension and maintaining the integrity of the text. Shanahan (18) emphasizes that students must read an author’s words with minimal errors to fully understand the content.

2. Speed
   A fluent reader processes text at a rate that supports understanding. Munger (18) notes that fluency levels can vary among student groups early in the school year, and that reading speed plays a crucial role in engagement and comprehension. Reading too slowly can hinder meaning-making, while excessively fast reading may lead to errors and missed context.

3. Expression (Prosody)
   Expression involves using intonation, rhythm, and appropriate pausing to convey the meaning of the text. Shanahan (18) explains that proper phrasing and emphasis help bring the text to life, enabling readers to better interpret the author's tone and intent.

Effective Fluency Instruction

Shanahan (18) draws a distinction between modern fluency instruction and traditional practices such as round-robin reading. While the latter often lacks meaningful engagement and skill-building, modern approaches focus on purposeful oral reading and guided practice, which are more effective in supporting student growth.

He also cites research that links oral fluency instruction to improvements in:

• Decoding and word recognition

• Silent reading comprehension

• Overall reading proficiency, as measured by standardized assessments

This evidence suggests that fluency is not an isolated skill, but a foundational element that supports a wide range of literacy outcomes.

Research-Based Impact

The benefits of fluency instruction are not limited to early readers. Shanahan (19) notes that studies show positive impacts from oral fluency instruction across various grade levels, including in remedial reading programs for older students. This highlights the versatility and importance of fluency instruction in fostering literacy growth for diverse learners, from beginning readers to those requiring additional support.

Key Characteristics of Effective Oral Reading Fluency Instruction

• According to Shanahan (p. 19), effective fluency instruction is built on three essential pillars: oral reading, repetition, and guided feedback. These elements are supported by a wide body of research showing their positive impact on students’ reading development.

1. Oral Reading Over Silent Reading

• “The first common characteristic of quality fluency instruction is that it must include oral reading as opposed to silent reading.”
  Research consistently supports the benefits of oral reading for developing fluency, while the outcomes of silent reading have been less reliably positive. Oral reading enables direct practice in decoding, expression, and pacing—skills that silent reading does not necessarily strengthen.

2. Repetition for Mastery

• “A second essential feature of successful oral reading instruction is that it includes repetition... so that improvement occurs in accuracy, speed, and expression.”
  Repeated reading helps students solidify their fluency skills. With each rereading of a text, students typically improve their performance, gaining confidence and automaticity in decoding. This approach can involve reading aloud individually or echo reading with a peer or adult.

3. Guidance and Feedback

• “The third essential feature of oral reading instruction is that students benefit from guidance or feedback.”
  Fluency development is most effective when students receive feedback during or after oral reading. This guidance may come from teachers, parents, volunteers, or peers, all of which have shown positive outcomes. One particularly successful strategy is paired reading, where students take turns reading aloud and listening, providing support and encouragement to each other.

• These components—oral reading, repeated practice, and guided feedback—form the foundation of research-based fluency instruction. Implementing them in the classroom supports students in building not only reading fluency but also confidence, comprehension, and a love for reading.

Fluency in reading encompasses essential components that contribute to proficient and meaningful oral reading. According to Shanahan (p. 18), fluency is “the ability to read text aloud with accuracy, speed, and proper expression.”This definition highlights the need for students to process text quickly and correctly, using intonation and emphasis to convey meaning.

Key Elements of Fluency Instruction

Shanahan (p. 19) identifies three essential features of quality fluency instruction:

1. Oral Reading – Research supports the positive impact of oral reading practice over silent reading.

2. Repetition – Students benefit from reading texts multiple times to build accuracy, speed, and expression.

3. Guided Feedback – Feedback from teachers, peers, or volunteers is critical for improving fluency.

Practices like paired reading, where students read aloud together and offer feedback, have been shown to be especially effective.

Approaches to Fluency Development

Many strategies have proven successful in helping students build oral reading fluency. As Shanahan (p. 19) notes, diverse methods share the common goals of encouraging repeated oral reading with support. The following four techniques exemplify effective fluency instruction:

1. Repeated Reading

Students read the same passage multiple times to build fluency. This method, developed by Samuels (1979), helps improve reading speed, accuracy, and prosody.

2. Paired Reading

In this collaborative approach (Stevens, Madden, Slavin, & Farnish, 1987), students take turns reading aloud and supporting one another. This strategy promotes confidence, feedback, and engagement.

3. Neurological Impress Method

Heckelman (1969) introduced this approach, which involves a teacher or fluent reader reading aloud in unison with a student, slightly ahead in pacing. It supports fluency and word recognition through modeled practice.

4. Echo Reading

In echo reading (Mathes, Torgesen, & Allor, 2001), a teacher or fluent reader models a line or sentence, and students repeat it. This technique helps reinforce phrasing, rhythm, and expression.

These research-backed methods—combined with regular, guided assessments—support the development of fluent readers. By engaging students in oral reading, providing opportunities for repetition, and offering constructive feedback, educators can significantly enhance reading proficiency. These practices are especially impactful when tailored to meet individual needs and learning differences.