| One of the most critical learning skills that children will | | | | what the plot of the story will involve before even a |
| learn in their early education is learning how to read. | | | | single word has been read. |
| An expert once noted that in the early education | | | | During Reading Fluency Activities |
| years, children are taught to learn to read, but in later | | | | The next phase of reading fluency activities that are |
| years children will read to learn. Consider how much | | | | successful occurs when the story or book is actually |
| time was spent during school and through homework | | | | read. During this process, students will have learn how |
| time reading workbooks, textbooks and various | | | | to improve their ability to recognize unfamiliar words, |
| types of information that the teacher provided or | | | | understand new vocabulary and then proceed with |
| wrote on the chalkboard for the class. Kids who do | | | | actually reading through the text. Students will |
| not develop their reading skills with adequate reading | | | | sometimes be asked the best way to resolve a |
| fluency activities, will most likely find themselves at a | | | | conflict that is occurring in the story, or perhaps be |
| significant disadvantage in other subjects such as | | | | asked to predict the possible outcomes of a |
| social studies, math and science. Because reading is a | | | | particular situation. There might be time for rereading |
| core academic skill, it is very essential that educators | | | | certain parts of the text which might be necessary |
| and parents develop reading fluency activities and | | | | for better story clarification and comprehension of |
| strategies that work with their kids. | | | | the text. |
| Before Reading Fluency Activities | | | | After Reading Fluency Activities |
| Reading fluency activities that are successful begin to | | | | One activity that many readers don't truly realize the |
| work before a student ever opens a single book. By | | | | true benefits of, is reading fluency activities after the |
| studying the title of a book, a student readers can | | | | story has been read. This activity allows students to |
| begin to make thoughtful predictions about the | | | | actually digest what have been read. This activity |
| subject and story line of the book. Students might | | | | might include actually quizzing students on the |
| start to consider what an author's purpose was in | | | | comprehension details or it could simply be discussing |
| creating and writing the story. By scanning the pages | | | | how the story made them feel or maybe why they |
| of the story, students can look for various clues | | | | didn't like a character. |
| about what the plot might be about as well as | | | | By using sound reading fluency activities and finding |
| getting a better idea of how the story is written. | | | | which one works best for an individual student, |
| These early reading fluency activities can help to | | | | teachers and parents can help their students to |
| prepare a reader for what is about to happen in the | | | | become the best readers possible. And in the end, |
| story, and may also help a reader to think about | | | | readers will make for better overall students. |