Which statement best describes the goal of fluency-based reading interventions in early elementary grades?

Which statement best describes the goal of fluency-based reading interventions in early elementary grades?

• A. To improve speed and accuracy of reading through repeated readings with feedback
• B. To memorize vocabulary words before reading
• C. To focus exclusively on comprehension without fluency practice
• D. To replace decoding instruction with silent reading only

Answer: (A)

Fluency-based reading interventions aim to build speed, accuracy, and expression when reading. In early elementary grades, these approaches usually involve repeated oral readings of the same text with feedback from the teacher. Repeating the readings helps students recognize words more automatically, so decoding takes less mental effort. With easier word recognition, they can focus more on meaning and read with natural phrasing and appropriate intonation. The goal is to improve reading speed and accuracy through repeated readings with feedback. The other ideas don’t fit because memorizing vocabulary before reading isn’t about developing fluent, expressive reading; focusing only on comprehension without fluency practice neglects the practice that makes fluency possible; and replacing decoding instruction with silent reading removes the guided, oral practice and feedback that build fluency.

Fluency-based reading interventions aim to build speed, accuracy, and expression when reading. In early elementary grades, these approaches usually involve repeated oral readings of the same text with feedback from the teacher. Repeating the readings helps students recognize words more automatically, so decoding takes less mental effort. With easier word recognition, they can focus more on meaning and read with natural phrasing and appropriate intonation. The goal is to improve reading speed and accuracy through repeated readings with feedback. The other ideas don’t fit because memorizing vocabulary before reading isn’t about developing fluent, expressive reading; focusing only on comprehension without fluency practice neglects the practice that makes fluency possible; and replacing decoding instruction with silent reading removes the guided, oral practice and feedback that build fluency.