Reading Fluency

Research on Repeated Reading of High-Frequency Words and Phrases
(taken from "The Fluent Reader" by Timothy V. Rasinski, pp. 94 -99) 

Repeated studies on reading indicate that a limited amount of word-reading 
practice, whether in the form of flash cards, word banks, or word walls can 
have a beneficial effect on students' word-recognition skills.  Such practice
activities require students to read orally isolated words to the point where
they recognize those words quickly and accurately.  Often high-utility or high-
frequency words are chosen for such activities because students need to be 
able to recognize them quickly.   

 One potential drawback to reading words in isolation is that it may reinforce the
notion that reading is simply about identifying individual words.  This could lead 
to word-by-word reading in some children, which is potentially a problem because
the word is not necessarily the carrier of essential meaning.  In fact, some 
scholars argue that the phrase is the key component in gaining meaning through
written text.  And a considerable amount of research has demonstrated that 
helping students learn to read in phrases will improve their reading fluency and 
overall reading achievement. 

 Following are three lists of short words,sentences and phrases.  Embedded in the lists are 
Fry's 200 "instant words".  According to Fry, these words make up approximately 
two-thirds of all the words students will encounter in their elementary school reading.
The first list contains Fry's first 100 words and the second list contains his second 100.
As a rule of thumb, Rasinski recommends that students learn approximately 100 high-
frequency words each year.


Fry's First 100 Words
the
of
and
a
to
in 
is
you
that
it 
he
was
for
on
are
as
with
his
they
I
at
be
this
have
from
or
one
had
by
words
but
not
what
all
were
we
when 
your
can
said
there
use
an
each
which
she
do 
how
their
if
will
up
other
about
out
many
them
then
these
so
some
her
would
make
like
him
into
time
has
look
two
more
write
go
see
number
no
way
could
people
my
than
first
water
been 
called
who
am
its
now
find
long
down
day
did
get
come
made
may 
part 


Phrases and Short Sentences for Repeated Reading Practice
First 100 Words
(should be mastered by end of 1st grade)

These phrases contain the first 100 words from the Fry Instant Word List (1980), which represent 50 percent of all the words children encounter in elementary school reading. Repeated reading of a few phrases per week gives students practice reading high-frequency words and developing fluency and general proficiency. These phrases may be written on sentence strips, transparencies, or on a chart for use in literacy center or small group instructional setting.

The people
Look for some people.
Write it down.
By the water
So there you are.
Who will make it?
You and I
A long time
What will they do?
He called me.
Have you seen it?
We had their dog.
What did they say?
One more time
When would you go?
No way
All day long
A number of people
One or two
It's about time.
How long are they?
More than the other
Up in the air
Come and get it.
How many words?
Which way?
Part of the time
This is a good day.
He has it.
Can you see?
Sit down.
If we were older
Now and then
But not me
It's no use.
Go find her.
Not now
With his mom
At your house
From my room
As big as the first
It's been a long time.
Will you be good?
When will we go?
Give them to me.
Then we will go.
From here to there
Now is the time.
An angry cat
More people
May I go first?
Write your name.
Go down.
This is my cat.
That dog is big.
Did you like it?
Get on the bus.
Two of us
When did they go?
Did you see it?
The first word
She said to go.
How did they get it?
I like him.
Each of us
Number two
Out of the water
What are these?
Look up.
We were here.
There was an old man.
All or some
Could you go?
It may fall down.
A long way to go
We like to write.
See the water
For some of your people
Into the water
But not for me
The other people

Second 100 Words
(should be mastered by the end of 2nd grade)

Over the river
A good man
My new place
After the game
Another great sound
Most of the animals
Take a little.
Our best things
Give it back.
Just the same
Only a little
My last name
It's only me.
That's very good
I know why.
Think before you act 
Three years ago
Mother says to now.
Live and play.
Where are you?
I need help.
Try your best.
I work too much.
Move over.
Any old time
We found it here.
Through the line
Study and learn
Right now
Kind of nice
Mother means it. 
Spell your name.
Same time tomorrow
The good American
Tell the truth.
Change your clothes
A little boy
Play it again.
The following day
Back off.
We came home.
Give it away.
We want to go.
Answer the phone. 
Show us around.
Turn the page.
Form two lines.
The air is warm.
A small house also
Read my letters.
Another old picture
It's still here.
Write one sentence.
Where in the world
Set it up.
We need more.
Put it there.
I study in school. 
Where does it end?
I'm an American.
I don't feel well.
Such a mess
My home is large.
Point it out.
It turned out well.
Right now
Read the sentence.
It's a small world.
This must be it.
Big and small
Hand it over.
Home sweet home 
Such a big house
Around the clock
The men asked for help.
Show and tell
A different land
You must be right.
They went here.
Tell the truth.
Get to the point.
Good and plenty
Because we should.
Help me out.
Even the animals
It turned out well. 
It's your place.
I think so.
Good things
Read the book.

Source:, Timothy V. (2003). The Fluent Reader.
New York: Scholastic Professional Books.

Bio of author Timothy Rasinski 
Timothy Rasinski is a professor of literacy education at Kent State University. He has written
over 150 articles and has authored, co-authored or edited over 15 books or curriculum programs
on reading education. He is co-author of the award winning fluency program called Fluency First,
published by the Wright Group. His scholarly interests include reading fluency and word study,
reading in the elementary and middle grades, and readers who struggle.His research on reading
has been cited by the National Reading Panel and has been published in journals such as Reading
Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. As well as publishing numerous best selling books with Teacher Created Materials and Shell Education.

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