by Michele Van Pelt

Created on: March 07, 2010

Fostering a student’s ability to read fluently is an integral part of the classroom curriculum.  Not only does the student need to be able to read, but the student needs to read with accuracy and automacity.  Outlined below are five strategies a teacher can use to incorporate reading fluency within his or her classroom.

Promoting accuracy is the first strategy in this reading fluency plan.  In order to read accurately, a student needs to have the ability to recognize high frequency words.  If a student is able to recognize and accurately read high frequency words, then the student can concentrate his or her cognitive efforts on comprehension instead.  Word recognition can be done through repeated readings in a class, with the use of word walls and flashcards.

Students also need to be able to read with automacity.  This is another strategy that promotes fluency.  One way to incorporate this into the lessons is by have the student participate in phrased readings.

Encouraging comprehension is the third strategy of this reading fluency plan.  If a student can read accurately but does not understand what he or she is reading, accuracy is a mute point.  Comprehension can be assessed by listening to how a student reads the material, i.e. reading a skit during class.  Students can also be given material to silently read in which the need to answer questions about.

Modeling the process is the fourth strategy.  Modeling can be done in several ways.  The students can listen to the teacher, read along with a CD-Rom or tape, or practice with another student.

Lastly, increasing the amount of reading completed in and out of class is the final component of this reading fluency plan.  One way to do this is to allow students silent reading time on a daily basis.  Likewise, the students could choose a book to read with a buddy.  Developing a reading log for the students to keep track of the reading done at home is also another strategy.

The first strategy discussed, promoting accuracy, can be done in several ways.  One way is to have the student participate in repeated readings.  This can be done with a short poem or short sample of an author’s work.  The teacher has the poem written on the dry erase board at the front of the class or on a transparency that can be shown to the whole class.  The students receive a copy for themselves also.  The teacher then reads the

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