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Language & Literacy: Reading Fluency

presented by Shari Robertson

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Disclosure Statement:

Financial: Shari Robertson receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.


Non-Financial: Shari Robertson has no competing non-financial interests or relationships with regard to the content presented in this course.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
Reading fluency is described as the bridge between the lower level processes of reading – such as phonics and phonemic awareness – and the higher level process of comprehension. Fluent readers comprehend better because they don’t waste cognitive resources on decoding words sound by sound. Therefore, they can focus their attention on making connections between the written word and their background knowledge and experience. After a discussion of the key concepts related to reading fluency, this course will focus on the development of the prosodic elements of reading fluency – a skill that SLPs are uniquely qualified to develop. Numerous evidence-supported strategies to enhance prosody, keeping in mind the end goal of developing reading comprehension, will be provided.

Meet Your Instructor

Shari Robertson, Ph.D., CCC-SLP

Shari Robertson, Ph.D. CCC-SLP, is a Professor of Speech Language Pathology and Dean’s Associate for Graduate Studies at Indiana University of Pennsylvania. Dr. Robertson spent 18 years as a school-based SLP and special education administrator prior to obtaining her Ph.D. at the University of Wisconsin-Madison. She recently served on the ASHA Board of Directors as…

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Chapters & Learning Objectives

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1. Introduction to Reading Fluency

This chapter will discuss the components of reading fluency (speed, accuracy, prosody), highlighting the critical role of prosody to reading comprehension.

2. Evaluating Reading Fluency

Typically, reading fluency is assessed on only two of the three elements – speed and accuracy – yielding a measure of automaticity. However, automaticity does not equal text comprehension, which is, by definition, the end goal of reading instruction. Assessments that include evaluation of reading prosody are the most appropriate measure of reading fluency. Consequently, assessments that incorporate prosody will be compared and contrasted with traditional methods of reading fluency assessment.

3. Strategies to Facilitate Reading Fluency

Studies have shown that children with language learning deficits are at risk for deficits in comprehension in both the oral and written modes. However, reading fluency can be incorporated into intervention that targets goals related to communication with minimal effort.

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