Prosody, Pacing, and Situational Fluency (or Why Fluency Matters for Older Readers)

Abstract

Abstract This commentary challenges the traditional, narrow definition of reading fluency. As part of this reconceptualization, the authors consider the role of stamina, content, and vocabulary in fluent reading. They look at prosody, silent reading, oral reading, and challenging texts (both fiction and informational). Finally, the authors discuss the role that fluency can play in upper grades and how educators can aid its development for older readers.

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