The Importance of Fluency for Older Struggling Readers: Unraveling the Science of Reading w/ FREEBIES

Fluency is a fundamental aspect of proficient reading. While early reading intervention often emphasizes the importance of fluency for young learners, its significance for older struggling readers cannot be understated. Fluency shouldn't just be part of early education as older students who lack this skill often face significant academic hurdles. The ripple effects of these struggles can manifest in low self-esteem, avoidance of reading activities, and academic challenges in content areas that demand proficient reading (Chard, Vaughn, & Tyler, 2002).

Fluency is more than mere speed. It facilitates the cognitive transition from decoding words to

Marvel High Low
understanding the broader textual narrative. Automaticity, a hallmark of fluency, enables readers to allocate cognitive resources more to comprehension rather than the mechanics of reading.

While early interventions are beneficial, older readers who have not developed fluency cannot be left behind. For these readers, the absence of fluency becomes a significant roadblock (Torgesen et al., 2001).

Implications for Older Struggling Readers

A lack of fluency in older readers has tangible ramifications:

  • Academic Challenges: Subjects like history or science, which demand proficient reading skills, become arduous for those struggling with fluency. This impediment can severely curtail their academic potential.
  • Socio-emotional Ramifications: Beyond academic struggles, older readers without fluency often grapple with diminished self-esteem and a heightened aversion to reading-intensive tasks.

Addressing Fluency Deficits in Older Readers

The situation, while challenging, isn't insurmountable. Proven interventions, such as repeated readings and guided oral readings, can significantly enhance fluency in older readers. With targeted strategies, older readers can bridge the fluency gap, fostering both academic success and a renewed confidence in reading. But, for maximum results, targeted strategies should be coupled with text students are interested in reading. Here are a few - High Interest resources for older students - all written at various reading levels:






References:

  • Chard, D. J., Vaughn, S., & Tyler, B. J. (2002). A synthesis of research on effective interventions for building reading fluency with elementary students with learning disabilities. Journal of Learning Disabilities, 35(5), 386-406.

  • Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311.

  • Ehri, L. C. (2005). Development of sight word reading: Phases and findings. In The science of reading: A handbook (pp. 135-154).

  • Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.

  • Hudson, R. F., Lane, H. B., & Pullen, P. C. (2005). Reading fluency assessment and instruction: What, why, and how?. The Reading Teacher, 58(8), 702-714.

  • LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293-323.

  • Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation?. Exceptional Children, 73(2), 165-183.

  • Rasinski, T., Blachowicz, C., & Lems, K. (Eds.). (2005). Fluency instruction: Research-based best practices. Guilford Press.

  • Shaywitz, B. A., Shaywitz, S. E., Pugh, K. R., Mencl, W. E., Fulbright, R. K., Skudlarski, P., ... & Gore, J. C. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52(2), 101-110.

  • Torgesen, J. K., Rashotte, C. A., & Alexander, A. W. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In Dyslexia, fluency, and the brain (pp. 333-355). York Press.

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