ERIC Number: EJ838192
Record Type: Journal
Publication Date: 2009-Apr
Abstractor: As Provided
Reference Count: 0
Fluency: A Key Link between Word Identification and Comprehension
Bashir, Anthony S.; Hook, Pamela E.
Language, Speech, and Hearing Services in Schools, v40 n2 p196-200 Apr 2009
Purpose: The purpose of this article is to respond to A. G. Kamhi's (2007) challenge to consider two points of view on reading--the broad and the narrow. Each point of view includes a component of the reading process; namely, comprehension and word recognition. Taken separately, each point of view is insufficient for our understanding of the development of the reading process. We must account for the development of fluency as a key link between word identification and comprehension. Method: A selective review of descriptive and evidence-based literature related to the complexity of the reading process is provided. In addition, information about the importance of reading fluency and the factors that contribute to fluent reading are reviewed. Clinical Implications: Along with the other contributors to this forum, we suggest that reading is a complex developmental process that is based on the integration of diverse components into a smooth and automatic foundation on which fluent reading and consequently comprehension are grounded. We specifically address issues related to fluency and make suggestions for facilitating its development.
Descriptors: Reading Fluency, Reading, Word Recognition, Reading Processes, Reading Instruction, Cognitive Development, Reading Comprehension, Speech Language Pathology, Teaching Methods
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: email@example.com; Web site: http://lshss.asha.org/
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A