The importance of fluency: actionable insights for reading success

What is fluency?

Teaching phonics should give a child the ability to read. However, for any reader, simply being able to read the words on a page only gives half the story.

Professor Tim Rasinski defines fluency as “the ability to read accurately, quickly, expressively, with good phrasing” which demonstrates the number of skills a child must employ when reading fluently:

• Accuracy – relies on a solid phonics foundation and involves decoding the correct word.
• Automaticity –reading words on sight automatically and at an appropriate pace.
• Speed/pace – pupils need to read at a pace sufficient to unlock meaning. An optimum reading speed is not too fast that they can’t enjoy the text and not too hesitant that the meaning of a sentence is already lost by the end of it.
• Prosody – expression and phrasing. This involves the reader thinking about the language and what that means for the text.

When a reader can apply these components to a text which is appropriately pitched for them, then they can be described as a fluent reader.

Why does fluency matter?

Fluency develops both reading and an understanding of what is being read. Fluent reading is vital for supporting comprehension because pupils’ reasoning can be redirected from focusing on word recognition to understanding the text. Comprehension is the yardstick that schools are measured against, and we know that children who read more, understand more, and use that knowledge when interpreting unfamiliar texts.

In addition, fluency improves developmental reading and writing stamina and enables children to read longer, more challenging texts and sustain their interest and understanding of what they are reading.

The DfE's updated Reading Framework (p.8) says, if pupils are not “able to read to an age-appropriate level and fluency…they will be incapable of accessing the rest of the curriculum, and they will rapidly fall behind their peers.”

How can reading fluency be developed in the classroom?

Fluency, much like phonics, must be developed through explicit instruction. Here are our top ten key strategies for introducing fluency into the classroom.

1. Start with your SSP Programme. Many programmes already incorporate guidance for developing fluency beyond the phonics screening check.
   
   
2. Model fluent reading at any opportunity, preferably through regular, daily story time. Teachers need to expose children to the joy of sharing and listening to stories.
   
   
3. Look at the wider curriculum to maximise opportunities for reading and sharing of more challenging texts. Remember that fluency can be developed using non-fiction texts and encouraging reading for pleasure as well as fiction or poetry.
   
   
4. Review section 4 of the Reading Framework as a literacy team and use the audit sections. Adopt a school wide definition and teaching approach, making sure to include all those who teach phonics. 

5. Use an assessment tool, such as Rasinski’s Fluency Rubric, to analyse fluency and identify pupils who may need extra support. Pupils can also use the rubric on their peers and on the teacher, in order to identify the modelling you are doing.

Once you have established the basics, here are some other strategies you can use in the classroom:

6. Echo reading with the teacher – an “I read, you read” approach with the whole class.

7. Paired reading with a more fluent reader.

8. Using an audio books alongside texts.

9. Incorporate performance into the curriculum – learning a piece to perform promotes natural re-reading and encourages prosody.

10. Consider using book banding to provide suitably challenging and age-appropriate texts.

The importance of re-reading

Finally, consider the importance of re-reading. Pupils face many challenges when reading an unfamiliar text – new vocabulary, text structure or a lack of background knowledge to draw upon as they read. Therefore, reading a text once is rarely enough for good comprehension. Repeated reading allows pupils to rehearse and refine their reading of complex texts. It is therefore also important to help parents understand that repeat reading and reading easier books such as short chapter books is good practice for improving reading.

How Peters can help

If you're supporting readers beyond Key Stage 2 who need further help with phonics, visit our secondary phonics page. We also have recommendations for texts that can provide scaffolding for reading progression and fluency. Looking for more young adult fiction and non-fiction texts? We have developed guided reading spines, or can even advise on developing your own reading spine that meets your school's needs.

More support from our Schools team

From reading fluency strategies to our tailored book selection service, our team of Children's Book Specialists are dedicated to offering their expertise and guidance to support schools. 

Reach out to us today for tailored support.