Fluency in Early Childhood: Contributions from the Research to Support Emerging and Struggling Readers

Dr. Douglas Bell; Barry Bogan

doi:10.31686/ijier.vol3.iss12.492

Authors

Dr. Douglas Bell

Kennesaw State University, USA
Barry Bogan

Kennesaw State University

DOI:

https://doi.org/10.31686/ijier.vol3.iss12.492

Keywords:

Struggling readers, Reading Problems, Fluency, Reading Interventions, Comprehension

Abstract

This article examines the research regarding fluency and its impact on struggling readers. Fluency is a key component of reading instructions for all learners. It encompasses the students’ ability to read with automaticity, accuracy, and prosody for understanding. Research suggests that struggling readers have difficulty when fluency is weak, which impacts comprehension and cognitive resources. The examination of the literature yielded targeted interventions focused on fluency improves reading for students with reading difficulties.

Author Biographies

Dr. Douglas Bell, Kennesaw State University, USA

Associate Professor
Barry Bogan, Kennesaw State University

Associate Professor

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