In 2022, the Education Endowment Foundation (EEF) and HFL Education worked in collaboration to produce a suite of materials to support practitioners develop their skill and understanding of effective fluency instruction. These were published as part of the Education Endowment Foundation’s (EEF) Improving Literacy in Key Stage 2 Guidance Report: 

Reading Fluency Glossary: tool for supporting pupils to develop fluency reading capabilities provides a succinct definition of the term ‘reading fluency’, alongside a brief outline of two core strategies proven to support pupils’ development: Guided Oral Reading and Repeated Reading. Its clarity and brevity mean that this is an ideal tool to share with all teachers within the school/setting to ensure there is an agreed understanding of the key terminology used when focusing on reading fluency.   

Reading Fluency Misconceptions: misconceptions about what reading fluency is and is not outlines eight common myths associated with reading fluency instruction. This tool will prove helpful for schools who feel they have implemented reading fluency practices but are struggling to see dramatic improvements for their pupils, especially their weakest readers. The document will support schools to reflect upon the strategies and approaches they are currently using and whether these are best-placed to yield the results they need for their pupils.  

Reading Fluency: what might practice look like in the classroom offers practical classroom examples to support developing pupils’ reading fluency from early years to key stage 3 (KS3).

Reading Fluency Misconceptions: Education Endowment Foundation (EEF) and HFL Education