Reflections on reading fluency in the first cycle of schooling: keys to reading comprehension

Abstract

Reading fluency is often associated primarily with the speed of word decoding; however, it is a considerably broader and more complex competence, as it also encompasses accuracy and prosody, both of which are essential for constructing meaning and achieving deep reading comprehension. Despite this, in many educational settings, the assessment of reading fluency continues to focus almost exclusively on the number of words read per minute, based on the assumption that greater speed necessarily reflects greater fluency. This perspective narrows the scope of the construct and shifts attention away from its primary purpose: to support reading comprehension and text interpretation. This essay critically examines this reductionist view and argues for understanding reading fluency as a multidimensional skill that requires systematic and intentional instruction. To this end, it proposes a theoretical model that organizes, integrates, and prioritizes the key components involved in fluent reading, providing a framework for teaching that aims to strengthen reading comprehension. The model positions the teacher as the foundation of the instructional process, responsible for creating the conditions that enable learning, and structures a set of interconnected pillars representing the skills students should progressively develop. Within this framework, students are placed at the center of the learning process and the construction of meaning through reading.