A focus on fluency

What is Reading Fluency?

There is often a misconception amongst pupils (and sometimes adults) that being a fluent reader means being a fast reader. Fluency involves the ability to read smoothly, accurately, and with expression. This will mean that the reader takes note of punctuation, phrases and clauses, along with how text is presented, to read with clarity and understanding.

Fluency is described as ‘the bridge’ between decoding and comprehension. It is a skill which requires explicit teaching in the classroom.   

 

Why is Teaching Reading Fluency Important?

Teaching reading fluency is crucial as it enhances comprehension and overall literacy skills. Proficient readers decode words effortlessly, allowing them to focus on comprehension and meaning. This skill fosters a deeper understanding of texts, boosts confidence, and encourages a lifelong love of reading. Fluency instruction also aids in developing vocabulary and language skills.

Pupils who master reading fluency are better equipped to tackle complex academic materials, excel in various subjects, and navigate the demands of an information-rich society. Prioritising reading fluency as part of the reading curriculum in school sets the foundation for academic success and lifelong learning. The updated DfE Reading Framework 2023 highlights the teaching of fluency as a key aspect to developing young readers.  

 

How to Teach Reading Fluency

There are three evidence-informed ways highlighted by the Education Endowment Foundation (EEF) by which fluency can be taught in the classroom.

1. Guided Oral Reading Instruction: This involves an adult modelling the fluent reading of a text first and then pupils reading the same text aloud with appropriate feedback.
2. Repeated Reading: This involves pupils re-reading a short text a set number of times or until they reach a suitable level of fluency.
3. Readers’ Theatre: here, pupils are given opportunity to practise and perform fluency strategies, such as repeated reading, paired reading, text marking for phrasing, and peer feedback.  

 

Supporting Reading Fluency in the Curriculum

Leaders in schools should consider where reading fluency activities take place within their curriculum; whether they are regular and purposeful; and consider if they should form the basis of any intervention to support pupils to move from decoding to comprehension.