| One of the most critical learning skills that children | | | | will involve before even a single word has been |
| will learn in their early education is learning how to | | | | read. |
| read. An expert once noted that in the early | | | | During Reading Fluency Activities |
| education years, children are taught to learn to | | | | The next phase of reading fluency activities that |
| read, but in later years children will read to learn. | | | | are successful occurs when the story or book is |
| Consider how much time was spent during school | | | | actually read. During this process, students will |
| and through homework time reading workbooks, | | | | have learn how to improve their ability to |
| textbooks and various types of information that | | | | recognize unfamiliar words, understand new |
| the teacher provided or wrote on the chalkboard | | | | vocabulary and then proceed with actually reading |
| for the class. Kids who do not develop their | | | | through the text. Students will sometimes be |
| reading skills with adequate reading fluency | | | | asked the best way to resolve a conflict that is |
| activities, will most likely find themselves at a | | | | occurring in the story, or perhaps be asked to |
| significant disadvantage in other subjects such as | | | | predict the possible outcomes of a particular |
| social studies, math and science. Because reading | | | | situation. There might be time for rereading |
| is a core academic skill, it is very essential that | | | | certain parts of the text which might be |
| educators and parents develop reading fluency | | | | necessary for better story clarification and |
| activities and strategies that work with their kids. | | | | comprehension of the text. |
| Before Reading Fluency Activities | | | | After Reading Fluency Activities |
| Reading fluency activities that are successful begin | | | | One activity that many readers don't truly realize |
| to work before a student ever opens a single | | | | the true benefits of, is reading fluency activities |
| book. By studying the title of a book, a student | | | | after the story has been read. This activity allows |
| readers can begin to make thoughtful predictions | | | | students to actually digest what have been read. |
| about the subject and story line of the book. | | | | This activity might include actually quizzing |
| Students might start to consider what an author's | | | | students on the comprehension details or it could |
| purpose was in creating and writing the story. By | | | | simply be discussing how the story made them |
| scanning the pages of the story, students can | | | | feel or maybe why they didn't like a character. |
| look for various clues about what the plot might | | | | By using sound reading fluency activities and |
| be about as well as getting a better idea of how | | | | finding which one works best for an individual |
| the story is written. These early reading fluency | | | | student, teachers and parents can help their |
| activities can help to prepare a reader for what is | | | | students to become the best readers possible. |
| about to happen in the story, and may also help a | | | | And in the end, readers will make for better |
| reader to think about what the plot of the story | | | | overall students. |