Reading standard four in the updated USBE ELA core indicates that students should be able to “read grade-level text with accuracy and fluency and fluency to support comprehension.” While evidence suggests that many practitioners primarily associate fluency with rate or words correctly per minute (Young et al., 2021), the research base indicates that this perception is incomplete.

This session will provide practitioners with the following: A clear understanding of fluency as defined by

Reading standard four in the updated USBE ELA core indicates that students should be able to “read grade-level text with accuracy and fluency and fluency to support comprehension.” While evidence suggests that many practitioners primarily associate fluency with rate or words correctly per minute (Young et al., 2021), the research base indicates that this perception is incomplete.

This session will provide practitioners with the following: A clear understanding of fluency as defined by Kuhn and Schwanenflugel (2011) Why fluency is often referenced as a ‘bridge’ between decoding and comprehension. Why grade-level text (and text complexity in general) should be a key consideration for fluency support Framing fluency within an RTI lens, especially its role in Tier I Practical strategies for promoting fluency within Tier I instruction

By providing a clearer understanding of fluency and pragmatic applications in Tier I settings, this session aims to enhance the teachers’ capacity to promote oral reading fluency for all readers.