Oct 14

I helped supervise a Reading Naturally fluency session, whereby students do a "cold read," listen to the passage on CD, time themselves, and get a "hot timing" done by a teacher. Then they have to read comprehension. My question is how fluent is fluent? Some of the students already seemed fluent, which they would be at their instructional level. Now it just seems like they're rushing when they try to beat their score. Fluency is just so important, but I'm not sure where we draw the line and say "enough." Comprehension is a part of this, but not a huge part. Also, how much above a child's instructional level is appropriate for them to practice? Obviously they shouldn't be missing a lot of words, but they would need to do some practice if it is a bit above their level.