ABSTRACT
According to Reading Today (Cassidy and Cassidy, 2003/2004), reading uency is a very hot topic. Though reading uency has experienced uctuating periods of high and low status over the years, it is currently experiencing a place of prominence in the classroom. This may be attributed to the shocking nding published by the NAEP (Daane, Campbell, Grigg, Goodman, & Oranje, 2005) that nearly half of the fourth-grade students studied were not uent in reading grade-level materials, and to two other prestigious reports that emphasized the need for reading uency to be an important goal of reading curriculums (NRC as reported in Snow, Burns, & Grif n, 1998), and the nding that the method of repeated reading is an effective method for improving word recognition, uency, and comprehension across grade levels (National Reading Panel, 2000). As a result of these reports, reading uency has gained new recognition as an essential element of reading programs, especially for students who struggle with reading (Allington, 2008; Hudson, Lane, & Pullen, 2005).
