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ERIC Number: EJ845906
Record Type: Journal
Publication Date: 2005
Pages: 7
Abstractor: ERIC
Reference Count: 29
ISSN: ISSN-1074-2956
Rethinking Reading Fluency for Struggling Adolescent Readers
Dudley, Anne M.
Beyond Behavior, v15 n2 p16-22 Spr 2005
When older students fail to gain rapid and accurate decoding skills by the third or fourth grade, they not only struggle with reading comprehension, but they also fall behind their average reading peers in academic performance and achievement--and they rarely catch up. When presented with academic tasks that require reading, these students often experience higher levels of frustration and anxiety and lack the motivation, desire, and patience to participate in reading activities. In addition to forming negative attitudes and behaviors toward reading activities, these dysfluent readers also experience related consequences, including: (a) a reduction in vocabulary growth and background knowledge; (b) fewer opportunities to develop and practice reading comprehension strategies and schema for understanding certain genres; and (c) less reading practice. Recently, reading fluency was recognized as one of the five essential components of reading development, and it has been described as an essential skill in a reader's transition from "learning to read" to "reading to learn." Reading fluency has also been recognized as an important indicator of overall reading acquisition and is thought to be essential to reading comprehension. When students do not attain reading fluency, their abilities to participate in the general education curriculum and to attain academic success are severely impaired. Successful reading requires the reader both to process a text and to comprehend it. When older students read several years below grade level, it is safe to assume that reading fluency instruction alone will not suffice. However, the author contends that if the goal is to help older students read text with ease so they can place most of their attention on understanding the text, then reading fluency must be taught, practiced, and monitored. Reading fluency instruction offers struggling older readers and their teachers a daily and ongoing way to observe growth and set achievable goals. And, with every observed gain, these readers not only experience considerable reinforcement and encouragement, but they also receive the extended benefits of reading. (Contains 1 table.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A