Difficulties with fluent word reading can stem from different underlying causes. Problems with automatic word recognition can contribute to difficulties with fluency, and in turn, often cause problems with comprehension. Fluent reading is necessary for comprehension, because attention required for effortful reading draws resources away from comprehension (Perfetti, 1985).
Problems with automaticity and fluency may appear as problems with dysfluent word reading and/or with reading comprehension, including:
Universal screening starting in Kindergarten should assess automaticity, in order to identify children who are experiencing problems developing early skills, such as letter names and letter-sound correspondences, which are associated with later difficulty. These children may require instructional support or additional practice to prevent future difficulties. Older children should be assessed for oral reading fluency. For more information about universal screening and a list of Massachusetts-approved screening assessments, see Early Literacy Screening Assessments.
Possible root cause(s) of problems with automaticity and fluency include:
Many children who experience problems with automaticity and fluency did not receive systematic and explicit instruction and practice in foundational skills of reading. For many children, problems with automaticity and fluency can be prevented with strong core instruction, that includes phonological awareness, phonics, and decoding.
Following a systematic scope and sequence for teaching phonics patterns and providing enough practice for each new letter pattern is critical for preventing automaticity problems.
Targeted fluency practice builds prosody and automaticity (Rasinski et al, 2016 ).
Once students have secured basic decoding, independent reading promotes growth in fluency.
"When I have a struggling reader, when they break through a struggle, it's the best thing that I ever experience, because not only are you proud of them, but you see them actually grow, you see the confidence in them, they sit up straighter, you see the biggest and brightest smile on their faces. And when they say to you, 'I can do it. I didn't need your help. I figured it out.' It's the most rewarding experience ever."
Sweetsir School, Merrimac, MA
Intervention is necessary when children do not make adequate progress with reading automaticity and fluency even after receiving strong core instruction with opportunities to practice. It is important to determine whether a difficulty with automaticity and fluency is stemming from a problem with phonological skills, phonics and/or decoding before proceeding with intervention.
Benjamin, C. F., & Gaab, N. (2012). What's the story? The tale of reading fluency told at speed. Human brain mapping, 33(11), 2572–2585.
Kim, M. K., Bryant, D. P., Bryant, B. R., & Park, Y. (2017). A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth, 61, 116–125. doi:10.1080/1045988X.2016.1212321
Kuhn, M., Schwanenflugel, P., & Meisinger, E. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly, 45, 232–253.
Kuhn, M. R. (2005) A comparative study of small group fluency instruction. Reading Psychology, 26, 127–146. doi:10.1080/02702710590930492
Lee, J., & Yoon, S. Y. (2017). The effects of repeated reading on reading fluency for students with reading disabilities. Journal of Learning Disabilities, 50, 213–224. doi:10.1177/0022219415605194
Mathes, P. G., & Fuchs, L. S. (1993). Peer-mediated reading instruction in special education resource rooms. Learning Disabilities Research & Practice, 8, 233–243.
O'Connor, R. E., Swanson, H. L., & Geraghty, C. (2010). Improvement in reading rate under independent and difficult text levels: Influences on word and comprehension skills. Journal of Educational Psychology, 102, 1–19. doi:10.1037/a0017488
O'Connor, R. E., White, A., & Swanson, H. L. (2007). Repeated reading versus continuous reading: Influences on reading fluency and comprehension. Exceptional Children, 74, 31–46. doi:10.1177/001440290707400102
O'Keeffe, B. V., Slocum, T. A., Burlingame, C., Snyder, K., & Bundock, K., (2012). Comparing results of systematic reviews: Parallel reviews of research on repeated reading. Education and Treatment of Children, 35, 333–366. doi:10.1353/etc.2012.0006
Schwanenflugel, P. J., Kuhn, M. R., Morris, R. D., Morrow, L. M., Meisinger, E. B., Woo, D. G., … Sevcik, R. (2009). Insights into fluency instruction: Short- and long-term effects of two reading programs. Literacy Research and Instruction, 48, 318–36. doi:10.1080/19388070802422415
Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with learning disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50, 576–590. doi:10.1177/0022219416638028
Swanson, H. L., & O'Connor, R. (2009). The role of working memory and fluency practice on the reading comprehension of students who are dysfluent readers. Journal of Learning Disabilities, 42, 548–575. doi:10.1177/002221940933874
Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25, 252–261. doi:10.1177/07419325040250040801
Therrien, W. J., Kirk, J. F., & Woods-Groves, S. (2012). Comparison of a reading fluency intervention with and without passage repetition on reading achievement. Remedial and Special Education, 33, 309–319. doi:10.1177/0741932511410360
Wexler, J., Vaughn, S., Edmonds, M., & Reutebuch, C. K. (2008). A synthesis of fluency interventions for secondary struggling readers. Reading and Writing, 21, 317–347. doi:10.1007/s11145-007-9085-7
Wexler, J., Vaughn, S., Roberts, G., & Denton, C. A. (2010). The efficacy of repeated reading and wide reading practice for high school students with severe reading disabilities. Learning Disabilities Research & Practice, 25, 2–10. doi:10.1111/j.15405826.2009.00296.x
Yoon, J.C. (2002). Three decades of sustained silent reading: A meta-analytic review of the effects of SSR on attitude toward reading. Reading Improvement, 39(4), 186–195.
Moats. L.C.& Tolman, C. A. (2019). LETRS (3rd edition). Voyager Sopris Learning.
Perfetti, C.A. (1985). Reading ability. New York, NY: Oxford University Press.
Disclosure Statement: Reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public, and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education (DESE). Our office is not responsible for and does not in any way guarantee the accuracy of information in other sites accessible through links herein. DESE may supplement this list with other services and products that meet the specified criteria. For more information contact: RMB252@mass.gov.
Last Updated: November 20, 2020
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Voice: (781) 338-3000
TTY: (800) 439-2370
Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.