The Components Of Oral Reading: The Importance Of Reading

ccording to the National Reading Panel (2000), fluency is reading text with speed, correctness, and expression. Wolf and Katzir-Cohen (2001) defined fluent oral reading as ‘‘a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension’’ (p.218). Reading fluency is commonly labeled in literature as having three main components: (a) word reading accuracy, (b) automaticity or word reading speed, and (c) prosody or the proper use of phrasing and expression to carry meaning (Rasinski, 2010). Some reading theories and research focus on accuracy and automaticity or effective word recognition processes as the basic to fluent reading, particularly between developing readers (e.g., Ehri, 1995; LaBerge & Samuels, 1974; Nathan & Stanovich, 1991; Samuels & Farstrup, 2006; Torgesen, Rashotte, & Alexander, 2001). From this perspective, the amount of words correctly read per minute has confirmed to be ‘‘an elegant and reliable way to characterize expert reading’’ (Fuchs, Fuchs, Hosp, & Jenkins, 2001, p. 240). The Reading fluency includes the ability to recognize words quickly and correctly therefore; children need

One of the first connections comes from a paper by Laberge & Samuels (1974), in which they claimed that when students read fluently, they use fewer of their consideration for decoding, so they have more attention for comprehension. Reading fluency is related to the reader's capability to develop control over surface-level text so that he or she can focus on understanding the deeper levels of meaning fixed in the text (Rasinski, 2004).Kuhn and Stahl (2003) Studies on fluency and comprehension have revealed, ''Generally, where an increase in fluency was found, there was also an increase in comprehension'' (p.