IDENTIFIERS *Reading Fluency

Without the development of reading fluency as part of reading instruction, teachers may end up with a classroom full of students who read roughly and slowly, and who may not completely gather the important information from the text. One strategy to increase fluency is the fluency development lesson (FDL) that includes seven steps modeled by the teacher and takes only about 10-15 minutes. Another strategy is that of repeated readings. Still other strategies that can be incorporated into the reading program include direct instruction and feedback, support during reading, and the use of easy materials. Strategies used to increase fluency also have the potential to impact reading comprehension; according to Nathan and Stanovich (1991), reading fluency is critically intertwined with reading comprehension. As stated by Fowler (1993), comprehension and fluency will both improve if approximation is accepted, and rereading can be used to promote a closer match to the actual text. One critical factor in developing reading skills and fluency is the involvement of parents. Nathan and Stanovich (1991) have this to say on parent involvement and adult modeling: "teachers who read themselves, read aloud to children, and encourage children to read are cornerstones of healthy, literate environments that promote reading fluency." (NKA) Reproductions supplied by EDRS are the best that can be made from the original document