This chapter was really interesting to me, because I had never heard of automaticity. I liked how in the first pages of the chapter she really explained what fluency and automaticity are, and how they are different from each other. Automaticity is the ability to do something quickly without a lot of conscious thought about the task. That is just the general meaning, but the literature meaning in a reader's ability to recognize words without conscious decoding. Fluency is the ability to read smoothly and easily at a good page with good phrasing and expression. I think that it is important to have this distinction, because I thought they were the same thing. She did a really good job making the distinction in this chapter.
Another thing that I enjoyed about this chapter, as I liked in every chapter is examples of how to teach fluency and automaticity. I would think that it would be difficult to really teach these things. I initially thought that either you were good at reading or you struggled, but this chapter really helped me. My favorite section of this chapter is the measuring fluency part. I didn't know that there was a certain amount of words a student should be able to read at certain levels. My experience in school is that no teacher really ever gauged fluency. I think it is important to do that because students need to be able to read fluently. The steps that are mentioned in this chapter were such a great support for teaching fluency. I liked the steps for determining a student's fluency. I think that I will use these steps in my own classroom so that I can help students feel more comfortable when reading.
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