Name two research-based strategies for building reading fluency in primary grades.

• A. Repeated reading with feedback and guided, teacher-supported modeling (e.g., echo/read-aloud modeling or choral reading).
• B. Silent, unmonitored independent reading.
• C. Memorizing vocab lists.
• D. Focus on spelling practice only.

Answer: (A)

Fluency in young readers comes from practicing aloud with support that helps them read smoothly, accurately, and with natural expression. The strongest strategy combines repeated reading with feedback and guided, teacher-supported modeling. When students reread the same passage several times, they improve accuracy and speed as words become more automatic. The teacher’s feedback targets pacing, phrasing, and prosody, so students learn how fluent reading should sound. Modeling plays a crucial role here: by listening to a fluent model—whether through echo reading, read-aloud demonstrations, or choral reading—students hear proper expression, pauses, and emphasis, which they then imitate during guided practice. This combination provides both practice and the listening-supported targets that help students internalize fluent reading.

Silent, unmonitored independent reading lacks the explicit feedback and modeled prosody that build fluency. Memorizing vocabulary helps with word recognition but doesn’t train the pace, accuracy, and expression needed for fluent connected text. Focusing only on spelling practice misses the connected-reading component that combines decoding with expressive reading.