Challenges of Fluency Instruction

Fluency is a multidimensional concept that refers to the process that connects decoding to
comprehending. It is a bridge that automatizes word recognition and ensures that readers can
focus on the construction of meaning rather than just decoding words. Fluency consists of
processes such as decoding, the ability to read in an expressive manner, and meaningfully.
Accurate decoding is not enough; a reader must be in a position to read fluently and proficiently
so that they can decode the automatically and effortlessly. Fluent reading is supported by
accurate and automatic decoding and expression of automaticity while reading (Rasinski &
Padak, 2013). fluency bridge is also supported by a reader’s ability to chunk a text into units that
are semantically and syntactically appropriate. The goal of every reader is to read fluently and
achieve comprehension. It is an important element of reading as it builds a bridge for the learner
to achieve comprehension. Fluency is, however, not automatically achieved as there are
challenges that affect fluency instruction. This paper explores the problems that teachers
encounter during fluency instruction.
Teachers deal with different learners who have unique abilities and needs. The amount of
practice that children require for fluency varies from one reader to another. Some children can
read a word only once, and they will have recognized it. However, some require a lot of practice
and support from the teacher to remember and master a certain sound. An average child requires
to be exposed to a word between four and fourteen times for them to automatize the recognition
of that word. This can be a challenge to a teacher as determining where a child lies can take quite
some time Gündogmus, 2018). The time factor is a challenge. A teacher spends more time on
some learners, and fast readers must also be kept engaged. Striking a balance and ensuring that
the curriculum is fully covered can be a challenge for fluency instruction.

Another challenge encountered during fluency instruction is shared reading. When
students sit in groups and listen to each other as they read, mostly that appears like a good
method of enhancing the fluency of learners. However, that wastes time. In most cases, readers
spend fifty percent of their time listening to others read and sharpen their fluency (Gündogmus,
2018). They could have as well been reading and practicing to become more efficient at reading.
Thus, teachers encounter difficulties ensuring that readers support each other and, at the same
time, ensuring that they avoid making it appear like time wastage. One way of overcoming this
challenge can be replacing shared reading with guided reading. Where teachers give students
whisper phones for them to practice. However, this poses another challenge because whisper
phones may not be readily available, making it harder for the teacher.
Overall, planning is a critical component when instructing fluency. It can be challenging
to create time every day when students practice reading, and they also have other elements of the
curriculum that must be covered. The challenge is compounded when the teacher has to give
extended attention to students who have serious challenges in achieving comprehension.
However, despite these challenges, teaching fluency effectively can be achieved through
adequate planning and allocation of enough time to readers.

References

Gündogmus, H. D. (2018). The Difficulties Experienced by Teachers in the Process of Primary
Reading and Writing Instruction and Their Solution Offers for Eliminating These
Difficulties. Universal Journal of Educational Research, 6(2), 333-339.
Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and
reading fluency in the elementary school. NJ: Pearson.