Education Place defines word identification as the ability "to recognize in print the language [used] orally.". Word identification is also referred to as decoding. Since written words are a code for the words we speak, the process of identifying words in print is much like decoding. Education Place explains, "Young children can understand and enjoy a book if someone reads the text to them; however... to gain this ability to appreciate written text independently, a child must develop word identification, or decoding, skills."
Reading fluency occurs when a child instantly recognizes a word, without having to sound out each letter and blend them together. Word identification and decoding lead to sight recognition of a word, which leads to fluency. A child who is a fluent reader can read quickly, smoothly, expressively and eventually silently. The process of developing fluency requires plenty of practice reading, and there are two approaches to the task.
"The Reading Genie" of Auburn University's College of Education explains that the direct approach "involves modeling and practice with repeated reading under time pressure." To use the direct approach, have the child read for one minute and record the number of words read on an easy-to-interpret graph. The goal of the challenge is to read quickly, not accurately. According to "The Reading Genie," "over repeated readings, speed in [words per minute] will increase and errors will decrease. If you emphasize accuracy, speed falls off."
While the direct approach to developing reading fluency involves monitoring and evaluating progress, the indirect approach involves allowing the child to read voluntarily, without interruption or assessment. To encourage children to read voluntarily, set aside time during the day to read books and magazines of their choosing. Teachers can set up peer reading groups that meet and discuss their thoughts about their books and recommend other books.