Support Older Struggling Readers

In the elementary years, fluency instruction often focuses on decoding, word recognition, and reading speed. But as readers move into upper elementary and beyond, fluency becomes more complex. As a crucial bridge between decoding and comprehension, older struggling readers may be able to sound out words—but they still miss the meaning.

By the time students reach middle school, they should have a strong grasp of all the components of fluent reading.

---

What is Reading Fluency for Older Students?

While the components of fluency for older students mirror those for younger students, there are nuances that separate them:

• • Accuracy – Reading words correctly, especially multi-syllabic or morphologically complex words. Readers should be able to decode words with few / no errors by applying not only sight word knowledge, but also the rapid production of longer words based on knowledge of word structure.

• • Phrasing – Grouping words into meaningful chunks, guided by punctuation and sentence structure. Older students must attend to more complex internal punctuation, introductory and dependent clauses, and even the rhythm of language.

• • Expression – Using a conversational tone and inflection. Older readers must emphasize character in fiction and the connection of ideas in nonfiction.

• • Rate – Reading at an appropriate speed. Striving readers must develop the flexibility to slow down or speed up depending on the text.

Fluency is the bridge between decoding and comprehension. When it falters, readers struggle to make meaning—even if they know the words.

As Elaine K. McEwan said:

“Fluency is the missing piece of the reading puzzle for many older students. They can decode, but they cannot do it automatically and accurately enough to comprehend text.”

---

What Struggling Readers Are Missing and How to Help

Many older students still struggle with fluency, but their needs often go unnoticed. Teachers might assume these students are either strong readers or require only comprehension support. In reality, subtle fluency errors are frequently the culprit behind low comprehension.

Listening to students read aloud is the only reliable way to identify fluency gaps. Convincing an older struggling reader to read aloud to you is not always an easy feat. Here is a respectful, five-step approach to fluency assessment:

1. Build trust and explain the purpose.
2. Let students share their thoughts about reading.
3. Ease into reading aloud by normalizing it as part of learning.
4. Assess with grade-level text that reflects their skill level.
5. Debrief together, offering encouragement and clear next steps.
6.  

Here are the steps in more detail:

What do you use to assess fluency?

There are many text choices when it comes to assessing fluency. If your students are grades 6-8 in Texas, you are probably familiar with the TMSFA. Even if you are not in Texas, you can download and use the free materials on this site. It also includes passages for progress monitoring. If you work with older readers, or if you prefer not to use those materials, use a piece of text typical for your grade level or a passage from one of these sites:

Mr. Anker Tests

Ohio Literacy Alliance – Tim Rasinski passages

Here is a short list of some common issues that disrupt fluency and meaning:

If a reader…

• • says words inaccurately

• • skips or transposes words

• • ignores internal and / or end punctuation

• • reads with no expression—or too much

• • speeds through text or reads too slowly

• • lacks phrasing, sounding robotic or choppy, or mis-locates phrases between sentences

…then fluency may be holding them back.

For a deeper look, consider their:

1. Speed Errors

Some readers read so slowly they lose the thread of the passage. Others race through the words, missing punctuation and nuance. Both extremes make comprehension difficult.

Use research-based benchmarks (like Hasbrouck and Tindal’s fluency norms) to determine if students are reading within a reasonable range for their grade. While the middle school norms were not updated with the others in 2017, this chart summarizes the information from previous versions. Also, discuss with students how reading rate should adjust based on text difficulty and purpose.

2. Accuracy Errors

Accuracy is THE most important component of fluency. Students must read the words the author has written to access the intended meaning. If students substitute, omit, transpose, or even mispronounce words, they will lack complete comprehension of the text. Teach students to decode longer words and monitor their reading.

One way to help readers learn to monitor their accuracy is to have them read aloud to you as you watch the text. Any time the student makes an error in accuracy, tap the desk (or have another prearranged signal) without pointing out the error. When you tap, the student returns to the beginning of the sentence and rereads it. Continue on. While this seems like a simple process, evidence indicates it is one of the most effective for creating the habit of self-monitoring for accuracy.

3. Phrasing Errors

Misplaced phrases are another common issue. Students might misread a sentence like:

Over the years, kings and queens have changed parts of the ceremony. In 1553, Queen Mary refused to be crowned sitting on the coronation chair.

As:

Over the years, kings and queens have changed parts of the ceremony in 1553. Queen Mary refused to be crowned sitting on the coronation chair.

This changes the meaning entirely.

To address this, use phrase-cued reading. Mark phrase breaks with slashes (/) and sentence breaks with double slashes (//). For example:

Over the years, / kings and queens / have changed parts / of the ceremony.// In 1553,/ Queen Mary / refused to be crowned / sitting on the coronation chair.//

This is more of an art than a science, and there are few rules to marking phrases besides avoiding a split within prepositional phrases. The phrases should sound mimic speech. Lengthen the number of words in the phrases as your students are able. A more advanced reader may mark a text like this:

Over the years, / kings and queens have changed / parts of the ceremony.// In 1553, / Queen Mary refused to be crowned / sitting on the coronation chair.//

Once students have practiced the text as marked, return the unmarked passage and read it through again. You should see an improvement in fluency (and in comprehension) in the unmarked version!

---

How to Teach Fluency to Older Students

We believe that a skilled, compassionate teacher with the right tools is more powerful than any pre-packaged program. Computer programs that focus on fluency do exist. Unfortunately, these programs tend to focus on reading rate, or speed. After all, teaching expression would be difficult on a computer! Middle school readers need much more than speed training, though. (To super-charge your skills as an educator, be sure to review our Fluency FIRST Aid on-demand professional development.)

Begin fluency instruction with a “Swing Back” Discussion

First, to convince students to buy-in to this type of instruction, use the swing back instructional sequence described in this blog post. These are a bridge from decoding and word solving practice and follow this sequence:

Each session takes about 20 minutes, including multisensory lessons, mini-lessons, and guided practice. You don’t need to do this all year—a few weeks of intentional instruction can make a big difference.

---

Finding Age-Appropriate Fluency Materials

Materials for older struggling readers are hard to find—many resources are designed for younger students. That’s why we’ve developed fluency tools specifically for middle school students.

You can explore our collection at HuddleTeach Products or visit our Teachers Pay Teachers store. Our age-respectful materials are designed to take readers from striving to thriving.

---

Want to Learn More?

Check out our Fluency FIRST Aid on-demand professional development! You’ll get 2-hours of small-bite videos, resources, and a 40-page workbook with detailed information, printables, and more! You’ll earn a CPE certificate after you learn about:

• • a FOCUS on fluency for older readers

• • INSTRUCTIONAL practices for all students

• • RATING silent and oral reading fluency

• • SUPPORTING fluency through interventions

• • and ways to TRANSFER your knowledge to peers and parents

Let’s make fluency the strong bridge your students need to become confident, capable readers!

Finally, enter your name and email to join our community. You’ll receive a free ebook detailing reading components, and you’ll be added to our mailing list. That means twice a month, you’ll receive teaching tips, freebies, and more!