Abstract
This article revisits research on reading automaticity and fluency with the goal of helping beginning reading teachers put confirmed research findings into current classroom practice. The article examines the concepts of automaticity and fluency, how both impact the development of skillful reading. The article reviews research on: a) reading strategies children use, and b) repeat reading teaching strategies to develop fluency. Case scenarios illustrate key findings. Based on the research and case scenarios, four conclusions are drawn: 1) The terms automaticity and fluency are often interchanged; the concepts are not the same; 2) Understanding the differences between automaticity and fluency can impact repeat reading teaching strategies; 3) There is an assumption that rapid word recognition is the same cognitive process as automatic word decoding; and 4) There are two pathways to fluent reading, rapid word recognition, and automatic decoding ability. The article presents a theoretical model which aligns with childhood learning theories, offering teachers a variation in repeat reading teaching strategies. Rather than repeating reading the same text, opportunities to read slightly different, decodable text improves decoding, builds fluency, and thus strengthens children’s reading comprehension of complex text.
Highlights
Based on the research and case scenarios, four conclusions are drawn: 1) The terms automaticity and fluency are often interchanged; the concepts are not the same; 2) Understanding the differences between automaticity and fluency can impact repeat reading teaching strategies; 3) There is an assumption that rapid word recognition is the same cognitive process as automatic word decoding; and 4) There are two pathways to fluent reading, rapid word recognition, and automatic decoding ability
Wolf reading automaticity and reading fluency, noting the differences between the concepts; b) explore repeat reading theories and repeat reading teaching practices to help children develop reading fluency; c) contrast and compare the terms of rapid word recognition and automatic word decoding; and d) show how teachers of beginning reading can put accepted past research findings into current classroom practice
This article reviewed the relationship between the concepts of reading automaticity and reading fluency
Summary
Wolf reading automaticity and reading fluency, noting the differences between the concepts; b) explore repeat reading theories and repeat reading teaching practices to help children develop reading fluency; c) contrast and compare the terms of rapid word recognition and automatic word decoding; and d) show how teachers of beginning reading can put accepted past research findings into current classroom practice. Literature and case scenarios show repeat reading practices may be useful for helping children develop rapid word recognition and fluent reading; some repeat reading methods fail to adequately help children develop needed automatic word decoding skills. The article offers a theoretical model of how the reading materials presented to children play a critical role in the children’s development of decoding automaticity, reading fluency, and comprehension of complex text. The final section explores how childhood teaching and learning theories support the theoretical model; both the model and childhood learning theories should be a part of reading teacher education
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