In his book ‘Teaching Primary Reading’, Such (2025) makes the following points about reading fluency:
- Reading fluency can be analysed by looking at the following components of oral reading – accuracy, automaticity and prosody (i.e., the reading sounds like natural speaking).
- Orthographic mapping underpins fluency as it allows automatic recognition of words.
- Repeated oral reading is a useful technique for supporting fluency.
- Reading fluency can be assessed.
In the referenced article, Such suggests that the following aspects should also have been included:
- Although oral reading fluency is a useful proxy for reading fluency generally, it is not a perfect match as some children can read silently with fluency, but have difficult when reading out loud due to a range of reasons including shyness, speech impediments, anxiety, neurodiversity, etc.
- In considering reading fluency, it is difficult to separate word recognition, orthographic mapping, prosody and comprehension and the interaction of these elements.
- Orthographic mapping involves the mapping of whole words AND morphemes, PLUS common spelling patterns.
- Other activities that can be useful for developing fluency include wide reading, echo reading and choral reading.
- Benefits of repeated reading as opposed to the alternative activities (especially in a classroom setting) include:
- Easier to organise and more effective when students are working in pairs.
- Providing frequency experiences of success, which builds motivation and is especially beneficial for students with low reading confidence.
- Enabling teachers to focus on building specific aspects of prosody through modelling.
- Reducing the likelihood of ‘social loafing’.
Reference
Such, C. (2025). Five things I wish I’d said about reading fluency. The Bulletin, 61, 18-19.