Fast Doesn't Always Mean Fluent

Before reading the articles and Chapter 4 in the book, I had never realized how important fluency testing was. I also didn't realize that the data could be misinterpreted by teachers. While testing fluency does measure accuracy and rate, it doesn't include comprehension and endurance. Those children who struggle with reading need environmental supports to help them build their fluency. I liked the idea of the FDL model presented in Chapter 4. The teacher models the reading, asks the class to choral read along with her, gives the students a chance to practice with a partner, and then allows them to volunteer read. This helps them become confident and familiar with the passage before they present it to the class. It also gives them confidence in their reading habits. Sometimes, children become discouraged about their ability to read fluently, but with this model, students practice and become proud of their ability to read without error.

Often times, teachers ask children to read a book that is not on their appropriate reading level for a fluency test. It is important to recognize that some children need practice in order to influence their motivation to become better readers. This can be done through decreasing their reading levels, so they aren't a intimidated by the text and are reading books they are familiar with. You can provide them with books that are interesting and easy, while also increasing the number of pages they read, so they feel as though they are accomplishing more. All of these supports make reading more enjoyable and less intimidating, while giving them the practice they need to increase fluency.