Although individual differences in reading fluency contribute less to variations in reading comprehension at higher grade levels than at earlier grade levels (Schatschneider et al., 2004), reading fluency continues to explain substantial variance on reading comprehension tests, even in high school (Torgesen et al., 2007).
Practice is the essential component of improving fluency. The more frequently and regularly students practise reading, the more fluent they become.
Fluency interventions generally fall into one of two categories:
- repeated oral reading
- non-repetetive wide reading
Partner Reading (pdf, 120 KB)