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Cited by 527

The DOI matches its Crossref record; 54 of the 54 references it cites were found in a registry or an index.

Reading Fluency Assessment and Instruction: What, Why, and How?

Hudson, Roxanne F., Lane, Holly B., Pullen, Paige C.·2005·The Reading Teacher
DOI 10.1598/rt.58.8.1
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Abstract

This article explains the elements of reading fluency and ways to assess and teach them. Fluent reading has three elements: accurate reading of connected text, at a conversational rate with appropriate prosody. Word reading accuracy refers to the ability to recognize or decode words correctly. Reading rate refers to both word-level automaticity and speed in reading text. Prosodic features are variations in pitch, stress patterns, and duration that contribute to expressive reading of a text. To assess reading fluency, including all its aspects, teachers listen to students read aloud. Students' accuracy can be measured by listening to oral reading and counting the number of errors per 100 words or a running record. Measuring reading rate includes both word-reading automaticity and speed in reading connected text using tests of sight-word knowledge and timed readings. A student's reading prosody can be measured using a checklist while listening to the student. To provide instruction in rate and accuracy, variations on the repeated readings technique are useful. To develop prosody, readers can listen to fluent models and engage in activities focused on expression and meaning. Opportunities to develop all areas of reading fluency are important for all readers, but especially for those who struggle.

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Metadata

Authors
Hudson, R. F., Lane, H. B., & Pullen, P. C.
Venue
The Reading Teacher
Publisher
Wiley
Published
2005-05
Volume
58
Issue
8
Pages
702-714
ISSN
0034-0561 (ISSN-L)
DOI
10.1598/rt.58.8.1
OpenAlex
W2088974308
Cited by
527
References
54
FWCI
16.08
Type
journal article
Language
en
Open access
closed

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