Reading plays a significant role in the growth and development of human minds. As such, researchers and other education stakeholders have provided proven practices and policies based on evidence to help promote literacy. One of the readings that have worn the attention of researchers is fluency. Fluency is defined based on two factors; automatic word recognition and prosody (Hoffman & Schallert, 2004). Prosody is the ability to read expressively (Hoffman & Schallert, 2004). It is a significant undertaking by the authors to discuss fluency. However, their discussion has limitations on inclusivity.
The authors analyze an essential topic as far as reading development and skills are concerned. One limitation of their analysis is that the explains fluency based only on word recognition. However, their definition states that prosody and word recognition must be put together in defining fluency. As the author pointed out in his definition of fluency, a more encompassing approach incorporating both prosody and word recognition should be adopted in explaining fluency to give a clear understanding to learners.
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Reference
Hoffman, J. V., & Schallert, D. L. (Eds.). (2004). The texts in elementary classrooms . Routledge.
