Fluency

Fluency
Recent DRA2 assessments show that fluency is an issue for a large number of students throughout the district. Fluency is measured by rate, prosody (expression, response to punctuation, phrasing) and accuracy/automaticity. This page is being developed to support teachers in addressing fluency issues within their classrooms.

General Guidelines for WPM according to grade level (Source: Tim Rasinsky):

Components of Fluency

Fluency is about more than rate. Accuracy is an important part of the fluency equation. When students can read with accuracy, they can expend greater energy on making meaning. This does not mean that word perfect reading is necessarily the goal, but we want readers to be able accurately read at least 95% of what they read and to have the ‘tools’ they need to problem solve quickly and efficiently at point of difficulty.
Beyond being accurate and maintaining an appropriate rate, students also need to read and respond to punctuation and to put words together in phrases that make sense and match the intended mean of the text. This referred to as phrasing.
The ability modulate the reading voice to read with expression is the last component of fluency. When the reader can respond to the nuances of meaning in the text and voice that meaning clearly, it is not just a benchmark for fluency but an indicator that the reader is comprehending.
General Fluency:

Automaticity:

Suggested Reading:

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