According to Brownell (2013), fluency is the capacity to decipher a script with accuracy, automaticity, and correct intonation and stress. It is the suitable use of expressions and terminologies to convey meaning. Fluency in reading enables students to understand what they are reading be it reading loudly or silently. The purpose of this paper is to explain the importance of developing fluent skills in reading, writing, and mathematics. It also outlines various examples of fluency building strategies for each of the areas mentioned above.
Developing fluent skills in reading facilitates understanding abilities in students, build their vocabularies as well as enabling them to do a wide range of reading tasks more conveniently. Research by Brownell (2013), has established that fluent readers in Middle and High school tend to be more skillful at complex learning practices that necessitate a high level of understanding such as critical literacy undertakings. Strong knowledge of mechanics of writing enables young students to put ideas down on paper without difficulty. Also, it is momentous to pay more attention to handwriting skills since they play a significant role in enhancing fluency in writing. On the other hand, fluency in mathematics involves more than speed and correctness. It goes past techniques and computation. Fluency skills in math enable students to carry out a calculation without facing any hindrance in the process of finding a solution. It also involves the use of strategic thinking such that the student can record the numbers carefully as well as determine whether the answer is reasonable.
There are various examples of fluency building strategies that improve fluency in reading in children. The teacher is required to recite aloud so that students can imitate their teacher. This approach is also known as model fluent reading. Another example involves carrying out repeated readings in classrooms. Here, the teacher may choose a short poem then make enough copies for each student. She then reads the script loudly while students listen carefully and follow along. Moreover, students may be instructed to do paired reading where students take turns to read to one another thus improving their fluency (Brownell, et al. 2013). Schools with listening libraries may engage students in audio recordings. The teacher could also record herself and use the tape in class for students to read along. Students should also be involved in independent reading whereby time is allocated for students to practice reading on their own.
Improving fluency in writing can be done through engaging students in a variety of writing improvement activities. The teacher starts with sentence level when handling fluency problems such as sentence structure, subject-verb-agreement etcetera. The focus is then extended to paragraph organization (Brownell, et al. 2013). The teacher can also request students to read their written work aloud to check their fluency. Guiding students on how to collect ideas, organize their thoughts, draft their work as well as edit their text afterward also helps a great deal. Teachers also ensure that students are offered daily time to write, teach them to be keen on handwriting, spelling, and typing. Another way of improving writing fluency is by creating a community of writers in the classroom where students are free to choose topics of their choice to write about then share with their classmates.
Math fact articulacy can be improved through different strategies. Addition and subtraction strategies help students in the improvement of mathematical skills as well as number sense. Students are required to use tools such as calculation rack, dominoes and also open-number streak method to improve addition and subtraction strategies (Brownell, et al. 2013). These enhance their arithmetic skills since they involve the sum or the difference of the items used in the game.
References
Brownell, M. T. (2013). Inclusive instruction: Evidence-based practices for teaching students with disabilities. New York, N.Y: Guilford Press.
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