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We train parents (grandparents & others) to be personal reading coaches.

Helping Your Child Be A Fluent Reader

The main concern for non-fluent reading is its connection with comprehension. Nothing destroys meaning more rapidly than dull monotone reading. Non-fluent reading is characterized by droning through phrases and punctuation marks, pausing at points that break the syntactic grouping of words loosing the sense of the text.

Two major issues that affect fluency are finger tracking print and word-by-word reading. If your child demonstrates these reading behaviors, it’s time to step in and help. Another reason to help is if your student’s reading rate is below national averages. However, if your child’s comprehension is good don’t worry about reading rate.

Fluency Rates by grade level:

Reading fluency consists of three related aspects: reading words accurately, reading with prosody (intonation and expression), and reading at an appropriate rate for the specific text one is reading.

Observable Behaviors of Non-fluent Readers

  • Reads in a choppy or word-by-word way
  • Uses little or no expression
  • Sometimes uses inappropriate expression
  • Reads slowly without comprehension
  • Sometimes ignores punctuation
  • Reads all texts the same way whether the text is a poem, fiction, or nonfiction
  • Fails to differentiate dialogue from other forms of text
  • Is not often aware of the text’s syntax
  • Reads in a monotone
  • Has limited or inefficient word solving strategies
  • Tends to sound out words at the smallest unit-letter-by letter
  • Doesn’t anticipate meaning
  • Pauses randomly

This article addresses how parents can help students overcome reading behaviors such as word-by-word reading and finger tracking that negatively impact fluency and comprehension.

Both finger tracking (sliding a finger under each word when reading) and word-by-word reading behaviors should be eliminated by the middle of first grade if not sooner. Older students who continue to finger track print are burning up working memory leaving little working memory for comprehension.

When working with a child who finger tracks or reads word-by word, the parent must teach two behaviors: 1. read chunks of two or more words; and, 2. Teaching the child how to inhibit the less effective behaviors. Inhibiting old habits can sometimes be difficult because students revert quickly to their old ways of reading if left unattended.

I have researched and developed teaching moves for helping students to eliminate finger tracking and word-by-word reading. The essential teaching procedures included the following:

  • Allow your child to self-selected a text that they want to read.
  • Explain to your child that finger tracking or word-by-word reading behaviors are detrimental because they may interfere with comprehension.
  • Have your child read-aloud a paragraph or perhaps a bit more text.
  • Model for students how the reading sounded. An approximation is fine, but it is important to SHOW the student how they sounded when reading aloud.
  • Then, model chunking two or more words together without using a finger or reading word-by-word.
  • For many students it is best to limit the text chunks to two words and increase the chunks in subsequent sessions as the child demonstrates improved fluency.
  • Have your child practice the fluent reading going over the same text they just read.
  • Next, select another paragraph for the child to read without you modeling or supporting the reading. Correct as needed.
  • Ask your child to practice independently reading the text four times – perhaps more.
  • Have your child continue practicing until she/he can read the text fluently. This includes correct pronunciation of unfamiliar or challenging words.
  • Follow-up the next day. Have your child demonstrate fluent reading of the assigned paragraph from the previous day.
  • Continue the routine for serval weeks.
  • Often students revert back to their less efficient reading behaviors when they stumble over an unfamiliar word. When students stumble have them go back and reread to fix the problem. Model as necessary.
  • The amount of time to remedy the word-by-word reading will vary. It may take about three weeks-perhaps longer. THE KEY IS CONSISTENTLY MEETING DAILY WITH THE CHILD.
  • Change will occur if you and your child are diligent.
  • Engagement and motivation generally increases as the reading becomes more fluent.

It’s important for parents to remain patient to correct disfluent reading. The very best gift you can give your child is the gift of reading well.