ABSTRACT
In this chapter, the authors present an effort to confront 3 large lacunae in the research on reading fluency: definition, component structure, and theory-based intervention. They describe several historical approaches to fluency and the components of fluent reading that are implicit in these approaches. The authors discuss how different types of current fluency interventions correspond to particular components in fluency's structure and to particular phases of its development. They also present an overview of an experimental fluency program that attempts to address multiple components in the development of fluent reading. The authors argue that increased exploration of the issues surrounding fluency and comprehension will contribute to their understanding of both reading development and dyslexia subtypes. They explore Virginia Berninger is one of the few researchers to place special importance on the role of morphological knowledge about words in facilitating the development of orthographic rate and overall fluency.
