Automaticity Theory: fluency develops through repeated practice that frees attention for comprehension¶

Theory · All theories
Evidence · 1 claim (1 for) · 2 studies (1 review, 1 theoretical), q1–q2 · 0 of 2 report an effect size

Description¶

Automaticity Theory (AT) is presented as a main theory in developing reading fluency, emphasizing word recognition. LaBerge and Samuels viewed automaticity as a bottom-up reading process in which readers recognize letters through repeated reading before developing focus on letter sounds at the synthesis stage. Readers go through decoding, comprehension and attention processes; as attention is freed from decoding, comprehension is supported. The article notes the theory "focuses on a lot of practice and drilling in the classroom to ensure students' success".

Design Implications¶

Context¶

Requirements¶

• Repeated reading practice and classroom drilling to build automatic word recognition

Constraints¶

• Although AT contributes to reading speed, it does not illustrate how prosody can be developed

Target Learners¶

• Beginning and struggling readers, including EFL learners

Target Learning Objectives¶

• Automatic word recognition and reading speed

Claims¶

• Automatic word recognition frees resources for comprehension [+W]

Related Theories¶

• Automaticity theory as the theoretical basis of repeated reading
• Behaviorism frames reading fluency instruction as sub-skill training with response and feedback

Examples¶

• Teach phonics and fluency together through a three-step rhyming poetry sequence
• Repeated Reading for Fluency
• Reading Fluency Practice
• Choral Reading
• Echo Reading
• Dolch Sight Word List - Cloze Passage Worksheets
• Teach prosody through dramatized contrasts, slashed passages, and modeled expression

Key Sources¶

• Salarvand, L., Guimaraes, N., & Balagholi, Z. (2022). Instructional Strategies' Impacts on EFL Learners Reading Fluency: A Review. THAITESOL JOURNAL, 35(1), 77-90. https://eric.ed.gov/?id=EJ1340892