My latest blog post for Bradford Research School takes a look at what's going on behind the scenes when someone is reading fluently. In it I suggest that there are 9 things teachers might not consider when teaching and assessing fluency in children's reading. Each of the 9 points is a development of information provided in the EEF's 'Improving Literacy in Key Stage 2' guidance report. The 9 points are as follows, but you'll have to click through to the Bradford Research School blog to find out a little bit more:
- Decoding and sight recognition both have a part to play
- There are no quick ways to develop reading fluency
- The more you read, the more fluent you’ll be
- You’re not a fluent reader unless you understand what you read
- In order to read fluently you have to find and infer information
- Fluent readers bring more to the text than they realise
- A good vocabulary unlocks fluency
- Fluency can be modelled
- Scarborough’s Reading Rope can be used diagnostically
Click here to read the whole article: https://bradford.researchschool.org.uk/2018/03/03/being-fluent-reader/