Fluency: A review of developmental and remedial strategies. Retrieved September 3, 2005, from http://www.ciera.org/library/reports/inquiry-2/2-008/2-008.html

How do children become fluent readers? What instructional strategies are effective in promoting fluency among beginning readers? The purpose of this paper is to provide a review of the theoretical discus-sions and practical studies relating to fluency instruction and reading devel-opment. Our basic research strategy was to survey the range of definitions for fluency, the primary features of fluent reading, and studies that have attempted to improve the fluency of struggling readers in one of three com-mon groupings—individually, as dyads, and in redesigns of classroom instruction. In conducting this review, we encountered a range of theories supporting the role of fluency in the reading process and many studies that have attempted to improve fluency and, thereby, to improve reading more gener-ally. We found that (a) fluency instruction generally seems to be effective, although it is unclear whether it is successful because of specific instruc-tional features or because fluency instruction involves children in readin