To better assess fluency in students, "our understanding of fluency should be broadened, rather than narrowed" (Deeney, 2010). When using one-minute fluency measures, they have the potential to reduce fluency and redefine it as accuracy and rate.
In the article One-Minute Fluency Measures: Mixed Messages in Assessment and Instruction, Theresa Deeney explains that one-minute fluency measures are common. This is is due to federal policies and initiatives. While one-minute fluency measures are reliable for identifying students at risk for reading difficulty, they do not align with current definitions of fluency, which may lead to improper instruction.
The definition of reading fluency given by The Literacy Dictionary (Harris and hodges, 1995) is "fredom from word-identification problems that might hinder comprehension...; automaticity". It also describes a fluent reader as "any person who reads smoothly and, without hesitation, and with comprehension".
To teach fluency, an important element often left out is endurance. "Endurance can be a significant stumbling block for many struggling readers. Yet endurance is rarely mentioned in fluency research or practice literature, or in reading research or practice literature" (Deeney, 2010). When using a deeper view, educators can find the WHY behind dysfluent readers.
Resources for Fluency
The link above from Pinterest has fluency resources that are aligned with Common Core Standards. Check them out, they are pretty cool!
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