ABSTRACT
What is fluency? To some degree, we know it when we see it, but we do not know, yet, how precisely to define it. We know that a first grader stumbling over words in a preprimer is not fluent. Nor is the struggling reader in third grade whose reading is full of self-corrections and hesitations. We know that the child whose reading is smooth and prosodic is fluent, but what of adults, like an old high school history teacher we know, whose reading is still a monotone?
