Word Recognition and Fluency

Accuracy, automaticity, and prosody are important components of fluency. Instruction and assessment should focus on both automaticity and prosody characteristics, with regard to the students' reading ability and accuracy. Fluency instruction should occur at or a little above the student's reading ability. This way students are actually able to read the text, but it is still presents an appropriate challenge.

Hudson talks about several specific strategies and tools to use when developing word recognition and fluency, including repeated readings, timed repeated readings, and activities including practiced performances. I think that this was a particular point that I liked and would like to incorporate in my classroom. Students learn best when they feel like what they are doing is meaningful and has an immediate purpose. I think doing Readers' Theatre, performing for an audience, Radio Reading, etc. have a great place in fluency instruction and in any classroom.