Although they are valid and reliable, one-minute fluency measures are defining and capturing a reduced view of fluency as simply accuracy and rate in oral reading. Thus, they may lead astray our understanding of struggling readers' reading fluency development and instructional needs. Fluency is a complicated construct. The author discusses a deeper view of fluency and presents critical aspects of a deeper view that are missing from one-minute assessments--namely, reasons for dysfluency and the effects of time. The author provides suggestions for fluency assessment and instruction that take a deeper view of fluency into account. (Contains 3 tables and 1 figure.)