And while comprehension is always the goal of reading, I’ve learned over time that we can’t really talk about comprehension without also talking about fluency.
Earlier in my teaching career, I misunderstood what fluency actually was.
I believed in using leveled, patterned books with beginners, and when my students breezed through those books, I thought they were fluent.
I didn’t realize that they only appeared fluent—what I was seeing was fake fluency.
What I eventually learned is that reading fluency depends on the ability to read words accurately in isolation—not just within a patterned or predictable text.
But even when students are solid decoders, fluency isn’t guaranteed. It still requires intentional instruction and practice.
I just published a YouTube video where I lay out the mistakes I made when it came to teaching fluency—so you don’t have to repeat them.
P.S. If you want help turning this into a clear instructional plan, my upcoming Fluency Formula Workshop is designed to do exactly that. You can learn more and register here.
Just a note
We are currently rebranding from The Measured Mom, which was our business name for 13 years.
Because of that, you will still see themeasuredmom.com on many of our resources.
We hope to complete the entire transition by the end of 2026.
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