2. Read in a variety of ways. Students need to realize that fluency does not just apply to oral reading. To help them with this, teachers need to mix up the style of reading as well as the texts. There is choral reading (whole group and small group), silent sustained reading, round-robin reading, repeated readings and reading media (books on tape or CD). All these methods provide great modeling of fluency from peers.

3. Make fluency fun. For students who do not like to read or who have learning disabilities that cause them to resist reading instruction, making fluency practice fun is the best way to go. One good method of this is reader's theater. The students can write their own script or can use one already included with a reader's theater kit that many schools buy and keep in inventory. There are also many free scripts available on the Internet. After the teacher chooses several that are of the appropriate grade level, the students should have the final say in which one they choose to present. The main goal with reader's theater is not the presentation itself, as concerns props, staging and costumes. In fact, most reader's theater scripts only require people. The emphasis is on the reading. By assigning parts and giving scripts to the students, teachers help them build confidence by being an integral part of the learning process. Scripts are read in the classroom more than once. The parts are reassigned periodically to give everyone a chance to participate. The teacher should try to choose a script based on a well-known story at first, until the class is comfortable with the routine. Then the teacher could use other kinds of texts, some with humorous or silly themes that are interesting. Along with having fun, fluency is improving day by day.

4. Model fluency. Teachers need to help students realize that fluency is a crucial part of comprehension. During whole-group instruction of reading or other subjects, the teacher should read some passages for the express purpose of showing proper fluency. Students need to hear adults read with prosody and expression, pausing at commas and stopping at periods and other punctuation. The more they hear it, the more students will try to emulate it, even when they don't realize it.

5. Assess for progress. Observation is the most important tool teachers have for noting fluency improvement. However, there are specific tests that can give teachers a numeric indicator. The DIBELS reading fluency assessment measures the number of words read per minute after the student has read a prewritten selection for 1 minute. Although speed should not be used as the sole criterion of good reading, it can alert the teacher to error patterns, such as difficulty pronouncing compound words or words with prefixes or suffixes. Scores are benchmarked for each grade level by the number of words a student should be reading at the beginning, middle and end of the school year. Students who are at risk are tested periodically with progress-monitoring assessments as well as the three benchmark tests. With frequent testing, the teacher can help at-risk students with their specific areas of fluency miscues, which, when identified, can be addressed with one-to-one interventions that will improve fluency specifically and comprehension overall.

Source: http://www.ehow.com/