Yet many discussions about struggling readers confuse decoding with fluency. Fluency derives from the reader's ability not just to decode or identify individual words but also to quickly process larger language units. In our inquiries into reading—our own and that of our students—we have seen that fluency, like other dimensions of reading, varies according to the text at hand. When readers are unfamiliar with the particular language structures and features of a text, their language-processing ability breaks down. This means, for example, that teachers cannot assume that students who fluently read narrative or literary texts will be equally fluent with expository texts or primary source documents.
This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, lower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them.
Kids who read 10 books for the Summer Reading Program are entitled to take their family to the as a prize! Just take your completed reading log to get in. This offer expires December 31, 2010.