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Why Reading Fluency Should Be Hot!
Author(s) -
Rasinski Timothy V.
Publication year - 2012
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.01077
Subject(s) - fluency , reading (process) , psychology , meaning (existential) , linguistics , cognitive psychology , mathematics education , philosophy , psychotherapist
This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading activity, reading fluency seen as an issue only for the primary grades, and reading fluency instruction viewed as a distinct form of reading instruction not integral to authentic reading that focuses on meaning. The author makes the case for an authentic, meaning‐based, and comprehensive approach to fluency instruction that is integral part of the core reading program.