Researchers have investigated two major instructional approaches related to fluency. In the first approach, repeated and monitored oral reading, students read passages aloud several times and receive guidance and feedback from the teacher. In the second, independent silent reading, the teacher encourages students to read extensively on their own. The following are key findings related to these approaches that will inform our efforts to use fluency as a measure of reading skill.

Students who read and reread passages orally, and receive instructional guidance while doing so, become better readers, according to research cited by the National Reading Panel. This type of repeated reading improves not only fluency, but also word recognition, speed, and accuracy. It also increases reading comprehension skills. Researchers have documented that repeated reading is very successful in increasing the reading skills of all elementary students and of struggling readers at higher levels. Consequently, we strongly recommend the "repeat and monitor oral reading" approach.

Our past practice has often relied upon round robin reading to develop fluency. Interestingly, this approach does not increase fluency to any significant degree. The reason for this is that each child usually only reads once, and for a short period of time. The students who are not reading often disengage or do not follow the material. This is why we encourage teachers to abandon round robin reading in favor of more effective approaches. More effective techniques that may be used include:

• Having all students read and reread a text at least four times
• Oral reading practice combined with the use of audio tapes, tutors and peer guidance
• Choral reading
• Reader’s theater

One of the most significant differences between strong and weak readers is the amount of time that they actually spend reading. Responding to this knowledge, teachers have frequently used programs such as Sustained Silent Reading and DEAR (Drop Everything And Read). Research indicates that although these practices have many benefits, they do not improve fluency because the students receive no coaching or feedback from the teacher.

Students make the greatest gains in fluency skills when the teacher works directly with them. This is why we encourage our teachers to use repeated and monitored oral reading during literacy block, and to incorporate silent reading into other parts of the day. Our message is not that silent reading is not a good choice, but that it is not the best way to increase fluency skills. Direct instruction with oral reading is a stronger, research-based practice.

Fluency is critical because it is the bridge between word recognition and comprehension. In the vast majority of cases, fluency is an indicator of a reader's ability to comprehend what is read. Because fluent readers are not struggling with decoding, they can focus their attention on the meaning of the text. Students who become fluent oral readers will then become fluent silent readers.