Reading fluency
from theory to pedagogical practice
Keywords:
Literacy, Teaching Reading Strategies, Reading Fluency
Abstract
Interest in reading fluency intensified after the National Reading Panel report (2000), which had repercussions on research and educational policies in many countries. The first part of this article analyses the components of the Simple View of Reading and presents a summary of research on the contribution of fluency to reading performance. The second part describes effective teaching practices, giving examples of how they can be implemented in the classroom in the context of the Portuguese language. It is defended that this operationalization should be done by curricular infusion, meeting a set of premises: a) to be carried out systematically; b) to be implemented in such a way as to avoid the public exposure of readers who are still very low fluent; c) to use texts with motivating potential and appropriate to the level of proficiency that is successively reached by the students.
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References
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BOGAN, Barry; BELL, Douglas. Fluency in early childhood: Contributions from the research to support emerging and struggling readers. International Journal for Innovation Education and Research, Bangladesh, v. 3, n. º 12, p.111-121, 2015. Disponível em:
10.31686/ijier.vol3.iss12.492 . Acesso em: 07 de jul. 2025.
BORGES, Miguel; VIANA, Fernanda Leopoldina. Ouvintes sortudos. Um programa de promoção da fluência em leitura – 2.º ano. Lisboa: Ministério da Educação-Programa Nacional de Promoção do Sucesso Escolar, 2020. Disponível em: https://pnpse.min-educ.pt/estudo5. Acesso em: 18 nov. 2021.
CUNHA, Vera Lúcia; MARTINS, Maíra Anelli; CAPELLINI, Simone Aparecida. Relação entre fluência e compreensão leitora em escolares com dificuldades de aprendizagem. Psicologia: Teoria e Pesquisa, Brasil, v. 3, p. 1-8, 2017. Acesso em: https://doi.org/10.1590/0102.3772e33314. Acesso em: 07 de jul. 2025.
DEENEY, Theresa. One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, U.A.S., v. 63, n.º 6, p. 440-450, 2010. DOI:10.2307/25615834
DOLEAN, Dacian; LERVÅG, Arne; VISU-PETRA, Laura; MELBY-LERVÅG, Monica. Language skills, and not executive functions, predict the development of reading comprehension of early readers: Evidence from an orthographically transparent language. Reading and Writing, Netherlands, v. 34, p. 1491-1512, 2021. DOI: 10.1007/s11145-020-10107-4
FENTY, Nicole; CANDACE, Mulcahy, C.; WASHBURN, Erin. (2015). Effects of computer-assisted and teacher-led fluency instruction on students at risk for reading failure. Learning Disabilities: A Contemporary Journal, U.S.A., v.13, n.º 2, p. 141-156, 2015.
FERREIRA, Albertina; RIBEIRO, Iolanda; VIANA, Fernanda Leopoldina. Avaliação de um programa de intervenção na fluência de leitura. Revista Iberoamericana de Educación, México, v. 59, n.º 4, p. 1-13, 2012.
FUCHS, Douglas; FUCHS, Lynn; BURISH, Pamela. Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, U.S.A., v. 15, n.º 2, p. 85-91, 2000. DOI:10.1207/SLDRP1502_4. Acesso em: 06 de jul. 2025.
GOUGH, Philip; TUNMER, William. Decoding, reading, and reading disability. Remedial and Special Education, U.S.A., v. 7, n.º 1, p. 6-10, 1986. Disponível em: http://dx.doi.org/10.1177/074193258600700104. Acesso em: 08 de jul. 2025.
HOOVER, Wesley; GOUGH, Philip. The simple view of reading. Reading and Writing, Netherlands, v. 2, p. 127-160, 1990. DOI:10.1007/BF00401799.
HOOVER, Wesley; TUNMER, William. The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning. Literacy Studies 20, 2020. Switzerland: Springer. DOI:10.1007/978-3-030-44195-1_5
HICKMANN, Girlane Moura; BRAZ, Elaine Doroteia Hellwig; GUIMARÃES, Sandra Regina Kirchner. Fluência e compreensão textual: uma revisão sistemática. Educa – Revista Multidisciplinar em Educação, Porto Velho, v. 8, p. 1–22, 2021. Disponível em: https://doi.org/10.26568/2359-2087.2021.4777. Acesso em: 08 de jul. 2025.
JOHNS, Jerry. Basic reading inventories (10th Ed.). Dubuque, IA: Kendall Hunt, 2008.
JOHNS, Jerry; BERGLUND, R. L. Fluency: Differentiated interventions and progress-monitoring assessments. Dubuque, IA: Kendall Hunt, 2010.
KIM, Young-Suk. Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, U.K., v. 21, p. 310-333, 2017. DOI:10.1080/10888438.2017.1291643
KIM, Young-Suk; WAGNER, Richard. Text (oral) reading fluency as a construct in reading development: an investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, U.K., v. 19, n.º 3, p. 224-242, 2015. DOI: 10.1080/10888438.2015.1007375
KUHN, Melanie; RASINSKI, Timothy; YOUNG, Chase. The best practices in fluency instruction. In: MORROW, Lesley Mandel; GAMBRELL, Linda (Eds.), Best practices in literacy instruction (6th ed). Guilford Press, 2018, p. 271-288.
LEE, Jiyeon.; YOON, So Yoon. The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, U.S.A., v. 50, n.º 2, p. 213-224, 2017. DOI:10.1177/0022219415605194
LERVÅG, Arne; HULME, Charles; MELBY-LERVÅG, Monica. Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development, U.S.A., v. 89, n.º 5, p. 1821-1838, 2017. DOI: 10.1111/cdev.12861
L.R.R.C.; CHIU, Y. D. The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills. Remedial and Special Education, U.S.A., v. 39, n.º 5, p. 289-303, 2018. DOI:10.1177/0741932518762055
MONTEIRO, Carla; VIANA, Fernanda Leopoldina. Falar, ouvir e ler: um programa para o desenvolvimento da linguagem oral. Letrônica, Brasil, v. 14, n.º 2, p. 1-16, 2021. DOI: 10.15448/1984-4301.2021.2.38500.
MONTGOMERIE, Robert; LITTLE Steven; AKIN-LITTLE, Angeleque. Video self-modeling as an intervention for oral reading fluency. New Zealand Journal of Psychology, New Zealand, v. 43, p. 18-27, 2014. DOI: 10.1037/e615362013-001
NATIONAL READING PANEL [NRP]. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. S. Government Printing Office, 2000. Disponível em: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf. Acesso em: 18 nov. 2021.
PADELIADU, Susana; ANTONIOU, Faye. The relationship between reading comprehension, decoding, and fluency in Greek: a cross-sectional study. Reading & Writing Quarterly, U.K., v. 30, n.º 1, p. 1-31, 2014. DOI: 10.1080/10573569.2013.758932
PETSCHER, Yiaccov; KIM, Young-Sung. The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, U.K.,v. 49, n.º 1, p. 107-129, 2011. DOI: 10.1016/j.jsp.2010.09.004
PRICE, Katherine et al. The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, U.K.,v. 37, n.º 2, p. 167-210, 2015. DOI: 10.1080/02702711.2015.1025118
PULIEZI, Sandra; MALUF, Maria Regina. A fluência e sua importância para a compreensão da leitura. Psico-USF, Brasil, v. 19, n.º 3, p. 467-475, 2014. DOI:10.1590/141382712014019003009
RAND-READING STUDY GROUP. Reading for understanding toward an R&D program in reading comprehension. Santa Mónica, CA: RAND Corporation, 2002.
RASINSKI, Timothy (Ed.). Essential readings on fluency. Newark, DE: I.R.A, 2009.
RASINSKI, Timothy. The fluent reader (2nd Ed.). New York: Scholastic, 2010.
RASINSKI, Timothy et al. Reading Fluency. In: KAMIL, Michael; PEARSON, David; MOJE, Elizabeth; AFFLERBACH, Peter (Eds.), Handbook of Reading Research, Vol. IV. Philadelphia, PA: Routledge, 2011. p. 286-319.
RASINSKI, Timothy; PADAK, Nancy. From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Boston, MA: Pearson, 2008.
RIPOLL, Juan; AGUADO, Gerardo; CASTILLA-EARLS, Anny Patricia. The simple view of reading in elementary school: a systematic review. Revista de Logopedia, Foniatría y Audiología, Espanha, v. 34, n.º 1, p. 17-31, 2014. DOI: org/10.1016/j.rlfa.2013.04.006
ROBSON, Cathy; BLAMPIED, Neville; WALKER, Lawrence Edward. Effects of feedforward video self-modelling on reading fluency and comprehension. Behaviour Change, U.K., v. 32, n.º 1, p. 46-58, 2015.
SPEAR-SWERLING, Louise; STERNBERG, Robert. What science offers teachers of reading. Learning Disabilities Research & Practice, U.S.A., v. 16, p. 51-57, 2001. DOI:10.1111/0938-8982.00006
STEVENS, Elizabeth; WALKER, Melodee; VAUGHN, Sharon. The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, U.S.A., v. 50, n.º 5, p. 576-590, 2017. DOI:10.1177/0022219416638028
SUCENA, Ana; CASTRO, São Luís; SEYMOUR, Philip. Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese. Reading and Writing, Netherlands, v. 22, n.º 7, 791–810, 2009. DOI:10.1007/s11145-008-9156-4
THERRIEN, William. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, U.S.A., v. 25, n.º 4, p. 252-261. DOI:10.1177/07419325040250040801
VEENENDAAL, Nathalie; GROEN, Margriet;VERHOEVEN, Ludo. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, U.K., v. 38, n.º 3, p. 213-225, 2015. DOI: 10.1111/1467-9817.12024
BOGAN, Barry; BELL, Douglas. Fluency in early childhood: Contributions from the research to support emerging and struggling readers. International Journal for Innovation Education and Research, Bangladesh, v. 3, n. º 12, p.111-121, 2015. Disponível em:
10.31686/ijier.vol3.iss12.492 . Acesso em: 07 de jul. 2025.
BORGES, Miguel; VIANA, Fernanda Leopoldina. Ouvintes sortudos. Um programa de promoção da fluência em leitura – 2.º ano. Lisboa: Ministério da Educação-Programa Nacional de Promoção do Sucesso Escolar, 2020. Disponível em: https://pnpse.min-educ.pt/estudo5. Acesso em: 18 nov. 2021.
CUNHA, Vera Lúcia; MARTINS, Maíra Anelli; CAPELLINI, Simone Aparecida. Relação entre fluência e compreensão leitora em escolares com dificuldades de aprendizagem. Psicologia: Teoria e Pesquisa, Brasil, v. 3, p. 1-8, 2017. Acesso em: https://doi.org/10.1590/0102.3772e33314. Acesso em: 07 de jul. 2025.
DEENEY, Theresa. One-minute fluency measures: Mixed messages in assessment and instruction. The Reading Teacher, U.A.S., v. 63, n.º 6, p. 440-450, 2010. DOI:10.2307/25615834
DOLEAN, Dacian; LERVÅG, Arne; VISU-PETRA, Laura; MELBY-LERVÅG, Monica. Language skills, and not executive functions, predict the development of reading comprehension of early readers: Evidence from an orthographically transparent language. Reading and Writing, Netherlands, v. 34, p. 1491-1512, 2021. DOI: 10.1007/s11145-020-10107-4
FENTY, Nicole; CANDACE, Mulcahy, C.; WASHBURN, Erin. (2015). Effects of computer-assisted and teacher-led fluency instruction on students at risk for reading failure. Learning Disabilities: A Contemporary Journal, U.S.A., v.13, n.º 2, p. 141-156, 2015.
FERREIRA, Albertina; RIBEIRO, Iolanda; VIANA, Fernanda Leopoldina. Avaliação de um programa de intervenção na fluência de leitura. Revista Iberoamericana de Educación, México, v. 59, n.º 4, p. 1-13, 2012.
FUCHS, Douglas; FUCHS, Lynn; BURISH, Pamela. Peer-assisted learning strategies: An evidence-based practice to promote reading achievement. Learning Disabilities Research and Practice, U.S.A., v. 15, n.º 2, p. 85-91, 2000. DOI:10.1207/SLDRP1502_4. Acesso em: 06 de jul. 2025.
GOUGH, Philip; TUNMER, William. Decoding, reading, and reading disability. Remedial and Special Education, U.S.A., v. 7, n.º 1, p. 6-10, 1986. Disponível em: http://dx.doi.org/10.1177/074193258600700104. Acesso em: 08 de jul. 2025.
HOOVER, Wesley; GOUGH, Philip. The simple view of reading. Reading and Writing, Netherlands, v. 2, p. 127-160, 1990. DOI:10.1007/BF00401799.
HOOVER, Wesley; TUNMER, William. The Cognitive Foundations of Reading and Its Acquisition: A Framework with Applications Connecting Teaching and Learning. Literacy Studies 20, 2020. Switzerland: Springer. DOI:10.1007/978-3-030-44195-1_5
HICKMANN, Girlane Moura; BRAZ, Elaine Doroteia Hellwig; GUIMARÃES, Sandra Regina Kirchner. Fluência e compreensão textual: uma revisão sistemática. Educa – Revista Multidisciplinar em Educação, Porto Velho, v. 8, p. 1–22, 2021. Disponível em: https://doi.org/10.26568/2359-2087.2021.4777. Acesso em: 08 de jul. 2025.
JOHNS, Jerry. Basic reading inventories (10th Ed.). Dubuque, IA: Kendall Hunt, 2008.
JOHNS, Jerry; BERGLUND, R. L. Fluency: Differentiated interventions and progress-monitoring assessments. Dubuque, IA: Kendall Hunt, 2010.
KIM, Young-Suk. Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, U.K., v. 21, p. 310-333, 2017. DOI:10.1080/10888438.2017.1291643
KIM, Young-Suk; WAGNER, Richard. Text (oral) reading fluency as a construct in reading development: an investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, U.K., v. 19, n.º 3, p. 224-242, 2015. DOI: 10.1080/10888438.2015.1007375
KUHN, Melanie; RASINSKI, Timothy; YOUNG, Chase. The best practices in fluency instruction. In: MORROW, Lesley Mandel; GAMBRELL, Linda (Eds.), Best practices in literacy instruction (6th ed). Guilford Press, 2018, p. 271-288.
LEE, Jiyeon.; YOON, So Yoon. The effects of repeated reading on reading fluency for students with reading disabilities: A meta-analysis. Journal of Learning Disabilities, U.S.A., v. 50, n.º 2, p. 213-224, 2017. DOI:10.1177/0022219415605194
LERVÅG, Arne; HULME, Charles; MELBY-LERVÅG, Monica. Unpicking the developmental relationship between oral language skills and reading comprehension: It's simple, but complex. Child Development, U.S.A., v. 89, n.º 5, p. 1821-1838, 2017. DOI: 10.1111/cdev.12861
L.R.R.C.; CHIU, Y. D. The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills. Remedial and Special Education, U.S.A., v. 39, n.º 5, p. 289-303, 2018. DOI:10.1177/0741932518762055
MONTEIRO, Carla; VIANA, Fernanda Leopoldina. Falar, ouvir e ler: um programa para o desenvolvimento da linguagem oral. Letrônica, Brasil, v. 14, n.º 2, p. 1-16, 2021. DOI: 10.15448/1984-4301.2021.2.38500.
MONTGOMERIE, Robert; LITTLE Steven; AKIN-LITTLE, Angeleque. Video self-modeling as an intervention for oral reading fluency. New Zealand Journal of Psychology, New Zealand, v. 43, p. 18-27, 2014. DOI: 10.1037/e615362013-001
NATIONAL READING PANEL [NRP]. Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U. S. Government Printing Office, 2000. Disponível em: https://www.nichd.nih.gov/sites/default/files/publications/pubs/nrp/Documents/report.pdf. Acesso em: 18 nov. 2021.
PADELIADU, Susana; ANTONIOU, Faye. The relationship between reading comprehension, decoding, and fluency in Greek: a cross-sectional study. Reading & Writing Quarterly, U.K., v. 30, n.º 1, p. 1-31, 2014. DOI: 10.1080/10573569.2013.758932
PETSCHER, Yiaccov; KIM, Young-Sung. The utility and accuracy of oral reading fluency score types in predicting reading comprehension. Journal of School Psychology, U.K.,v. 49, n.º 1, p. 107-129, 2011. DOI: 10.1016/j.jsp.2010.09.004
PRICE, Katherine et al. The contributions of oral and silent reading fluency to reading comprehension. Reading Psychology, U.K.,v. 37, n.º 2, p. 167-210, 2015. DOI: 10.1080/02702711.2015.1025118
PULIEZI, Sandra; MALUF, Maria Regina. A fluência e sua importância para a compreensão da leitura. Psico-USF, Brasil, v. 19, n.º 3, p. 467-475, 2014. DOI:10.1590/141382712014019003009
RAND-READING STUDY GROUP. Reading for understanding toward an R&D program in reading comprehension. Santa Mónica, CA: RAND Corporation, 2002.
RASINSKI, Timothy (Ed.). Essential readings on fluency. Newark, DE: I.R.A, 2009.
RASINSKI, Timothy. The fluent reader (2nd Ed.). New York: Scholastic, 2010.
RASINSKI, Timothy et al. Reading Fluency. In: KAMIL, Michael; PEARSON, David; MOJE, Elizabeth; AFFLERBACH, Peter (Eds.), Handbook of Reading Research, Vol. IV. Philadelphia, PA: Routledge, 2011. p. 286-319.
RASINSKI, Timothy; PADAK, Nancy. From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Boston, MA: Pearson, 2008.
RIPOLL, Juan; AGUADO, Gerardo; CASTILLA-EARLS, Anny Patricia. The simple view of reading in elementary school: a systematic review. Revista de Logopedia, Foniatría y Audiología, Espanha, v. 34, n.º 1, p. 17-31, 2014. DOI: org/10.1016/j.rlfa.2013.04.006
ROBSON, Cathy; BLAMPIED, Neville; WALKER, Lawrence Edward. Effects of feedforward video self-modelling on reading fluency and comprehension. Behaviour Change, U.K., v. 32, n.º 1, p. 46-58, 2015.
SPEAR-SWERLING, Louise; STERNBERG, Robert. What science offers teachers of reading. Learning Disabilities Research & Practice, U.S.A., v. 16, p. 51-57, 2001. DOI:10.1111/0938-8982.00006
STEVENS, Elizabeth; WALKER, Melodee; VAUGHN, Sharon. The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014. Journal of Learning Disabilities, U.S.A., v. 50, n.º 5, p. 576-590, 2017. DOI:10.1177/0022219416638028
SUCENA, Ana; CASTRO, São Luís; SEYMOUR, Philip. Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese. Reading and Writing, Netherlands, v. 22, n.º 7, 791–810, 2009. DOI:10.1007/s11145-008-9156-4
THERRIEN, William. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, U.S.A., v. 25, n.º 4, p. 252-261. DOI:10.1177/07419325040250040801
VEENENDAAL, Nathalie; GROEN, Margriet;VERHOEVEN, Ludo. What oral text reading fluency can reveal about reading comprehension. Journal of Research in Reading, U.K., v. 38, n.º 3, p. 213-225, 2015. DOI: 10.1111/1467-9817.12024
Published
2026-02-03
Section
Artigos - Fluxo contínuo
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