Interventions to Improve Fluency in Early Readers

Mastery of the written and spoken language is a necessary skill in any culture that relies upon written communications. Mastery should start early.

The start of a child’s foray into reading often starts with simple books using small words. It is still good to monitor the new reader. Many will pick up books to look at pictures and having a book in hand is not necessarily an indicator of fluency of reading.

The easiest way to intervene in a reader’s learning and assist them with their development is to be there. Make time now to sit with a the learner. Start by reading the book to them. Use a finger to follow the reading outloud so they can learn letter and syllable association with pronunciation.

When sounding out words, if the learner starts repeating what is being read, bestow praise when they do it right. Even if the new reader cannot yet read well, the words themselves they are learning how to shape and associate.

Take time if they stumble to face them, exaggerate the word as you pronounce it so the child can see how the lips, tongue, and teeth move to make the sound. Repeat the process until the child models it successfully or shows improvement. Be sure to offer praise in some manner about their willingness to try and their progress.

Also, an early reader ‘s development is assisted by confidence. A person’s confidence grows when they are given support. The learner will keep trying to learn even when fluency is not easily mastered as long as someone makes the time for them. So intervene early by picking up a book and sitting down with an early reader. Let them read aloud to you and you to them, pausing to show and practice word association and pronunciation.