Abstract This article explores problems that have surfaced in the teaching of reading fluency and how teachers and reading coaches can resolve those problems. Specific issues addressed include reading fluency being defined as reading fast and instruction that is focused on having students read fast, reading fluency viewed as solely and oral reading activity, reading fluency seen as an issue only for the primary grades, and reading fluency instruction viewed as a distinct form of reading instruction not integral to authentic reading that focuses on meaning. The author makes the case for an authentic, meaning‐based, and comprehensive approach to fluency instruction that is integral part of the core reading program.
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