The Imperative of Fluency, Phonics, and the Science of Reading for Older Struggling Readers

Educators have long grappled with the challenge of aiding struggling readers, particularly

those beyond the primary grades. In many discussions about literacy instruction, the terms "fluency," "phonics," and "science of reading" frequently surface. But how do these concepts interconnect, especially when dealing with older struggling readers? The scientific research supports the idea that these elements are not merely primary-grade phenomena, but essential facets of effective reading instruction at all ages.

The Science of Reading: What Is It?

The "Science of Reading" is a term coined to encapsulate the extensive body of research spanning decades on how humans learn to read. This research informs us that reading is not a natural process, unlike language acquisition, but a learned skill that requires explicit instruction (Seidenberg, 2017). According to the National Reading Panel's landmark report, "Teaching Children to Read," the five pillars of reading instruction are phonemic awareness, phonics, fluency, vocabulary, and comprehension (National Institute of Child Health and Human Development [NICHD], 2000). Although these pillars are usually highlighted in the context of early literacy, they are equally pertinent for older struggling readers.

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Phonics Instruction for Older Readers

Phonics is often considered a basic skill taught in early elementary years; however, older students can also benefit from revisiting phonics. Research suggests phonics study can be crucial for older struggling readers - as they frequently lack a firm grasp of the alphabetic principle and demonstrate deficits in word recognition (Torgesen et al., 2001). This impedes both their fluency and comprehension.

Explicit phonics instruction can serve as an effective intervention for such students (Archer &

Hughes, 2011). Studies indicate that it can be beneficial to integrate synthetic phonics, where learners sound out individual letters and blend them together, and analytic phonics, where the emphasis is on recognizing patterns in words (Ehri, 2004). Teachers can employ age-appropriate materials and integrate this instruction into subjects requiring reading, thereby contextualizing the relevance of phonics for older students.

Fluency: Beyond Speed

Fluency is often misunderstood as reading quickly, but it involves more. It includes accurate word recognition, appropriate pacing, and expressive intonation. Fluency is a critical component of skilled reading because it frees cognitive resources for comprehension (Fuchs, Fuchs, Hosp, & Jenkins, 2001).

Struggling older readers who lack fluency often engage in laborious decoding, which hampers their ability to understand text. Research supports the use of repeated reading strategies, where students read the same passage multiple times until they reach a satisfactory level of fluency, as an effective way to improve fluency and comprehension (Therrien, 2004).

The Symbiotic Relationship between Fluency, Phonics, and Reading Comprehension

There is a synergistic relationship between fluency, phonics, and comprehension. A student's phonics skills directly affect their fluency, which, in turn, impacts comprehension (NICHD, 2000). For older students, this symbiosis is even more critical because the texts they encounter in middle and high school are complex and demand higher levels of fluency and comprehension.

Instructional Approaches for Older Struggling Readers

Research suggests that multi-tiered systems of support, such as Response to Intervention (RTI), can be effective for older struggling readers (Vaughn & Fletcher, 2012). These systems usually comprise universal screening and multiple tiers of increasingly intensive instruction, tailored to the students' needs. A balanced literacy program that incorporates explicit instruction in phonics, opportunities for fluency development, and strategies for comprehension can yield substantial gains in reading performance for older readers.

Conclusion

While fluency, phonics, and the science of reading are often associated with early literacy, their role is no less crucial for older struggling readers. The body of research in this area argues for their sustained inclusion in literacy programs aimed at older students. Given that reading is a skill required across subjects and throughout life, educators should approach teaching reading as a long-term commitment that adapts according to the evolving needs of the students, regardless of age.

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References

• Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guilford Press.
• Ehri, L. C. (2004). Teaching phonemic awareness and phonics. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 153-186). Paul H. Brookes.
• Fuchs, L. S., Fuchs, D., Hosp, M. K., & Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
• National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). U.S. Government Printing Office.
• Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can’t, and what can be done about it. Basic Books.
• Therrien, W. J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special Education, 25(4), 252-261.
• Torgesen, J. K., Rashotte, C. A., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain (pp. 333-355). York Press.
• Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading difficulties. Journal of Learning Disabilities, 45(3), 244-256.