ABSTRACT Fluency is a central tenet of productive reading and shares a complex relationship with other reading processes such as reading comprehension, vocabulary, language, and executive functioning. Supporting fluency for upper elementary readers entails unique considerations. In this article, the authors detail how the authors designed an adolescent fluency protocol and piloted it with fourth grade students. Central tenets of the protocol included repeated reading, wide reading, and reading texts of varying complexity. Finally, the authors share the results of the pilot and implications for classroom instruction.
Downs et al. (2025) studied this question.