When it comes to reading fluency, speed alone isn’t the answer. Think of Goldilocks in the bear’s cottage: some porridge is too hot, some too cold, and only one is just right. The same applies to reading. Too fast, and children may rush past understanding; too slow, and they lose the rhythm and meaning of the text. True fluency is about finding that “just right” pace, where words flow smoothly, meaning is grasped, and comprehension can flourish. In Key Stage 2 classrooms, fostering this balance is essential for developing confident, competent readers.

Fluency is the ability to read with automaticity, accuracy, and proper expression. It’s not about how fast a child reads, but how well they understand and interpret the text. We’ve all seen children who can read quickly but struggle to make sense of what they’ve read. As the Education Endowment Foundation (EEF) notes, “Fluent readers demonstrate automaticity in recognising words, allowing them to focus on comprehension and deeper understanding of the content” (EEF Reading Fluency).

Dr. Timothy Rasinski, a leading literacy expert, developed the Multidimensional Fluency Rubric to assess reading fluency. This rubric evaluates four key components:

1. Accuracy – reading words correctly

2. Automaticity – recognising words quickly and effortlessly

3. Prosody – reading with expression and phrasing

4. Pace – reading at a speed that is “just right,” not too fast or too slow (Tim Rasinski Rubric)

This rubric is an invaluable tool for educators to identify areas where students may need support. It’s highly recommended to explore it on Rasinski’s website or through the EEF for practical guidance.

Fluency can be nurtured using simple, evidence-based strategies, suitable for 1:1, small group, or whole-class sessions:

• Echo Reading – the teacher reads a sentence, and students repeat it, copying expression and pacing.

• Whisper Reading – students read aloud quietly alongside a teacher or fluent peer, focusing on prosody.

• Repeated Reading – reading the same text multiple times builds familiarity and confidence.

• Partner Reading – pairing students to read together, offering mutual support and feedback.

These approaches align with EEF recommendations for guided oral reading and repeated reading (EEF Fluency).

Fluency isn’t an end goal in itself. Children aren’t simply fluent or not fluent, instead, fluency exists on a spectrum, with comprehension as the ultimate aim. Fluent readers can redirect cognitive resources from decoding words to understanding and interpreting the text. This “just right” balance of reading speed ensures children remain engaged, build confidence, and develop a genuine love of reading.

The EEF emphasizes that “fluency is more than just reading quickly: it is about making reading meaningful” (EEF Fluency).

Just like Goldilocks found the porridge that was just right, educators can help children find the reading pace that is “just right”—not too fast, not too slow, but perfectly balanced for understanding.

Resources for Educators

• Tim Rasinski’s Fluency Rubric

• Education Endowment Foundation: Fluency