| Fluency in reading involves the ability to read | | | | cause translocations of letters. Once a child can |
| words at an automatic pace and the speed and | | | | recognize words and fixate on them fast enough |
| ease used while reading. There is a high correlation | | | | this practice will stop. There are other methods a |
| between reading words per minute and accuracy. | | | | parent can use to help improve the duration time |
| If a child is reading slowly and sounding out each | | | | a child focuses on a word. Flash cards can be |
| word, the meaning of the text will be lost. Reading | | | | used by holding up an age appropriate word for a |
| must be rapid and automatic to glean meaning | | | | 3 seconds and putting it down...then ask the child |
| and understanding. If a text is on a child's age and | | | | to recall the word. In addition, if a tiny dot is |
| grade level the reading process should be | | | | placed in the at the bottom middle of the word, |
| automatic. | | | | the eye will be drawn to the dot and center of |
| One common problem that causes slow reading is | | | | the word. This will stop any eye movement when |
| poor eye-position maintenance. A child must be | | | | fixating on the word. As the child improves |
| able to fixate on a word long enough for | | | | shorten the time the child sees the card to 2 |
| recognition to take place. This problem can cause | | | | seconds and then 1 second to one-sixth of a |
| a child to take too long to read a word. A long | | | | second and eliminate the dot. This should be done |
| duration time to recognize a word causes physical | | | | with a wide variety of words the child is familiar |
| as well as reading fluency problems. The result of | | | | with, such as an age appropriate spelling list. Word |
| this problem may be: blurring, fatigue, | | | | flashing devices may also be used such as a |
| nervousness, hyperactivity, rubbing or blinking the | | | | tachistoscope or visual computer programs. |
| eyes. Reading problems may include: skipping | | | | These programs gradually increase the speed that |
| words when reading aloud, slow reading, losing | | | | the words are shown. Visual and cognitive |
| place while reading, reversals and avoidance of | | | | therapists, as well as optometrists in your area, |
| reading. The eye must focus on a word for | | | | may have some of the computer programs or |
| approximately one-quarter of a second in the | | | | other devices mentioned in this article. |
| when reading. Processing training can increase the | | | | In summary, for a child to read fluently with |
| duration time of fixation on each word to | | | | speed, comprehension and accuracy, the |
| one-sixth of a second, while still maintaining good | | | | eye-position maintenance system must steady |
| recognition when reading. | | | | the image or word so that recognition can take |
| Help for this condition can include a child pointing to | | | | place. Visual and cognitive processing also |
| the center of a word when reading. Due to | | | | improves word recognition by improving |
| common belief it is not detrimental when learning | | | | visualization, visual memory, concentration, |
| to read to point. Pointing can help stabilize the | | | | processing speed and other essential components |
| minuet movements the eye makes that can | | | | of the reading process. |