Kavin Ming
Charles Dukes, Florida Atlantic University

There is a large collection of students who experience difficulty with the development of reading fluency and comprehension. Many students receive little to no benefit from non-systematic instructional methods. In order to become proficient readers many students need explicit instruction in fluency to serve as a building block to comprehension. The creation of both inclusive schools and classrooms has lead to expectations for educators who must instruct all students regardless of ability levels to read fluently with appropriate corresponding comprehension skills. Until recently, a great deal of reading instruction has narrowly focused on comprehension with little attention paid to the direct teaching of fluency. This narrow focus may be an insufficient approach to reading instruction for many students. Instead, students with reading difficulties can benefit from a comprehensive empirically supported reading program in which teachers directly teach and ultimately enhance reading fluency skills. The aim of this article is to describe eight practices for developing fluency through empirically supported approaches appropriate for use in the inclusive classroom.

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