It seems in both articles that the most important part of determining a persons reading fluency is to first define what fluency actually is, so that the measures of fluency are all ranked on the same scale of performance. Rasinski says that there are 3 important dimensions to fluency: (1)Accuracy, (2)automatic processing, and (3)prosodic reading; and Deeney adds two others: (4)comprehension and (5)endurance. If teachers were only to focus on measuring accuracy and rate, for example, they would miss many of the important reading skills that children need to be fluent, and their instruction in the classroom would be based on false interpretations of each child's needs.
Some solutions suggested for these fluency issues:
- Assisted Readings
- Repeated Readings (improves ALL aspects of fluency)
- Modeling through read-alouds
- Interesting Text
- Parental Involvement
- Performance texts: Poetry, monologues, dialogues, speeches
- Longer passages
Do you think these 5 dimensions of fluency encompass all important aspects of children's fluent reading abilities? Or are there any other things that should be included in this definition of fluency?
It's so obvious that little effort was put into this post.
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