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Fluency: A Key Link Between Word Identification and Comprehension

Pamela E. Hook
The MGH Institute of Health Professions, Boston, MA

Contact author: Anthony S. Bashir, Emerson College, Academic and Disability Services, 120 Boylston Street, Boston, MA 02116. E-mail: anthony_bashir{at}emerson.edu.

Purpose: The purpose of this article is to respond to A. G. Kamhi's (2007) challenge to consider two points of view on reading—the broad and the narrow. Each point of view includes a component of the reading process; namely, comprehension and word recognition. Taken separately, each point of view is insufficient for our understanding of the development of the reading process. We must account for the development of fluency as a key link between word identification and comprehension.

Method: A selective review of descriptive and evidence-based literature related to the complexity of the reading process is provided. In addition, information about the importance of reading fluency and the factors that contribute to fluent reading are reviewed.

Clinical Implications: Along with the other contributors to this forum, we suggest that reading is a complex developmental process that is based on the integration of diverse components into a smooth and automatic foundation on which fluent reading and consequently comprehension are grounded. We specifically address issues related to fluency and make suggestions for facilitating its development.

KEY WORDS: reading, fluency, language

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This article has been cited by other articles:

				A. G. Kamhi The Case for the Narrow View of Reading Lang Speech Hear Serv Sch, April 1, 2009; 40(2): 174 - 177. [Abstract] [Full Text] [PDF]