Reading Audit Research Hub Fluency
Find reports and links to best-practice in relation to fluency below:
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The Fluent Reader, Timothy Rasinski, Second Edition, 2010
Tim Rasinski’s groundbreaking book has been updated to include coverage of the latest research on fluency, teaching strategies based on that research, new classroom vignettes, and suggestions for using a variety of texts to teach fluency such as poetry, speeches, and monologues and dialogues. You’ll also find background information, assessment tools, step-by-step lessons, and teaching tips-plus video clips showing the strategies in action.The Fluent Reader, Timothy Rasinski, Second Edition, 2010
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Reading Fluency
Fluency as a key construct in reading research appeared very early in the literature about reading development. As early as 1886, Cattell described the importance to reading of learners recognizing words nearly automatically. Shortly thereafter, Huey (1968) noted that automaticity with the details of print allowed a reader to focus attention on the content of what is read. In the 1970s, LaBerge and Samuels (1974) posited a theory of automaticity that suggested that mastery of the sublexical components of reading (i.e., letter-sound correspondences, blending, word recognition) contributed to fluency. More recently, the focus has shift ed to fluency as a critical stage that learners pass through in their attainment of reading proficiency (Chall, 1983; Ehri, 2005; Ehri & Wilce, 1983; Samuels, 2002). The National Reading Panel (2000) again emphasized reading fluency noting that neglect of fluency in classroom instruction belied the fact that it is a “critical component of skilled reading” (p. 32). Though attention paid to the topic of reading fluency has increased over the past few years, consensus has not yet been achieved on how to define it.
Handbook of Reading Research, Volume IV TIMOTHY V. RASINSKI, D. RAY REUTZEL, DAVID CHARD, AND SYLVIA LINAN-THOMPSON
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Reading to young children: a head-start in life?
This paper investigates the importance of parents reading to their young children. Using Australian data we find that parental reading to children at age 4 to 5 has positive and significant effects on reading skills and cognitive skills of these children at least up to age 10 or 11. Our findings are robust to a wide range of sensitivity analyses.Kalb, G and van Ours, J. 2013. ‘Reading to young children: a head-start in life?’. London, Centre for Economic Policy Research. https://cepr.org/active/publications/discussion_papers/dp.php?dpno=9485
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Herts for Learning KS2 Reading Fluency: Impact and outcomes from the 8-week project.
Our innovation investigated the impact of an eight week small-group reading fluency intervention (the Herts for Learning Key Stage 2 (HFL KS2) Reading Fluency Project) on reading comprehension and reading accuracy for children in Years 4, 5 and 6 who were working below age-related expectation. Progress was compared to similar pupils who received the school’s usual guided reading support. The HFL KS2 Reading Fluency Project entails two small-group reading sessions per week, with each session lasting 20 minutes. Session one focuses on teacher-led modelled fluent reading, alongside interspersed echo reading, ending with a performance read. Session two is a traditional guided reading session with time for high-level discussion generated from question stems that reflected the structure and wording used in the Year 6 SATs (statutory assessments that pupils take at the end of Year 6).Improving reading fluency. https://the-iee.org.uk/what-we-do/innovation-evaluation-grants/reading-fluency/ Last accessed November 2021
