Reading Fluency: Three Key Executive Functions
31 January 2024
It is essential that teachers of early reading are able to match the resources to the needs of the child, both in terms of teaching and materials. It is vital that they learn to read well so that they have full access to a broad and rich curriculum. This sounds reasonable enough, but some children are significantly disadvantaged in terms of their early childhood environment and their vocabulary development. The demands of adapting to school can feel threatening for these children and their chances of learning to read well can spiral into disaffection very quickly, particularly in the context of a reading scheme. It’s very obvious to all young readers that some of the class are whizzing through the different ‘colours’ of the scheme, whereas others are not. This experience of early reading supports many children, but does not help disadvantaged children to become confident, fluent readers because they get ‘stuck’ on one book, or a particular colour band.
Children who do not progress through the reading scheme must be identified and supported so that they are not left behind. Those who struggle with decoding are more likely to be identified than are those who struggle with fluency and this post will explain the key drivers of weak reading fluency. One of the most powerful techniques that a school can use to leverage remediation of reading and learning at this early stage, is a rhythm-based intervention.
Weekly rhythm-based intervention sessions of only ten minutes can boost early reading skills and fluency
Rather than targeting individual children for thirty minutes of one-to-one support, an alternative approach is a group programme, such as Rhythm for Reading. Small groups of children work together as a team using ears, eyes, voices and physical actions to develop self-regulation, control of inhibition, focused attention, including control of eye-gaze and control of their motivation to learn. Even more importantly, as the weekly sessions last only ten minutes, children receive an intensive boost to early reading skills, including fluency without being out of the classroom for too long.
When teachers see the impact of the programme, they typically ask if the children would make even faster progress if they had two sessions each week. As the sessions are very intensive and rich in terms of multi-sensory learning, children need a full week to assimilate and integrate the rhythm-based work they have done. As an analogy, imagine putting a rubber band around your thumb, pulling it back, then releasing it. Increasing the tension in the rubber band more gradually increases its power to travel forwards. The potency of Rhythm for Reading sessions works in this same way as illustrated by these case studies.
Comparing accurate decoding with reading fluency
There is an enormous difference between decoding accurately and reading fluently. Many children learn to think of reading as being able to sound out words and then recognise the words quickly.
When children learn to read rapidly without actually processing what they are reading, they are not really reading fluently. Fluent reading is closely aligned with reading comprehension because fluent readers understand what they read and use their understanding to predict what is coming up next in their reading.
Some experts describe this in terms of theory of mind, or being able to form inferences. I like to think of this as being able to feel socially engaged with the text. In other words, the language is being processed as it would be in a face-to-face conversation. Of course, the author’s face is not visible in the page and we cannot hear their voice, so the reader must supply many additional layers of information in order to read fluently.
In Maryanne Wolf’s beautiful analysis of the science of children’s reading development in ‘Proust and the Squid,’ she draws on the work of Richard Vacca, who speaks of ‘fluent decoders’ and ‘strategic readers’. This distinction brings us to the key roles of three executive functions in reading fluency.
Executive functions are essential for learning
Executive functions have developed in the frontal areas of the brain to achieve overall control in a wide range of situations that involve ‘goal-directed’ behaviour, through the supply of attention, focus, memory, flexibility and inhibition. Control of inhibition (ie being able to get on with a task without being distracted) may be the most relevant executive function to early reading, and it enables better performance in all areas of learning.
Wolf describes the process of fluent reading as turning ‘expert attention to letters’. ‘Expert attention’ is a beautiful phrase. I imagine that during our lives we develop ‘expert attention’ to a whole range of things such as:
- reading the faces and body language of others
- deciphering the weather from a sunset or sunrise, wind direction and cloud formations
- a musician’s understanding of the ‘feel’ of a piece of music from a quick glance at a page of musical notes
- a gardener’s understanding of what ails a sickly plant by examining markings or dryness of its leaves
In each case, ‘expert attention’ is cultivated through disciplined practice and the intrinsically-felt reward that accompanies and enhances it. We can break down ‘expert attention to letters’ into three key executive functions:
- Control of inhibition allows the fluent reader to focus their attention on the text in the first instance. Maintaining attention on the text is a matter of orientation, which in turn involves self-regulation and motivation to read. Perhaps reading is perceived as rewarding, fun, or interesting, or is a shared experience with another person and valued for being a chance to sit together and bond socially. When a child experiences reading as socially bonding, they are more likely to focus their attention on the page and to develop control of inhibition around reading. This is important because, without inhibitory control and sustained attention, fluent readers would not have access to the second key executive function of: working memory.
- Working memory allows readers to grasp information about the shape and sound of a word and hold it in mind until it has become integrated meaningfully into their understanding of the text. Imagine - a child has successfully read a word, such as ‘bird’, but does not fully experience the word as meaningful. As they say the word, they feel it and hear it internally and this helps them to realise that it refers to a very familiar word. In the moment when they recognise that the word they have read matched the word that they know, they have integrated their decoding skill with their memory of words and associated meanings. Children with limited capacity in working memory lose power in the process of integration prematurely. They can become good decoders, but never integrate the information, because the decoded word in working memory fades or fragments before it has been assimilated and recognised as meaningful. Children in this situation are likely to struggle not only with reading fluency, but also writing tasks.
Marie Clay’s work on reading has had a profound influence on pedagogy worldwide. In ‘Literacy Lessons’ she refers to the integration of information during reading as the ‘pulling together of everything you know’ and she explains that this involves two steps. The first one, which she calls ‘awareness and attention’ could describe the executive function ‘inhibitory control’, whereas the second, ‘the integration of different kinds of information’ perhaps refers to the executive function of ‘working memory’.
Children who have many skills and a fair grasp of letters and words may still find it hard to pull all of this information together when they are moving across the lines of continuous text. There are two sides to this challenge. On the one hand the child must sort out what to attend to on the page of print and in what order to use which pieces of information (awareness and attention). On the other hand he has to call up things he already knows from different parts of his brain to meet up with the new information in print in the text he is looking at (the integration of different kinds of information).(Clay, 2005, p.88)
In fluent reading, the process of integration can become very rapid. This is explained by neural plasticity. With daily practice of anything, the nerve fibres in the brain change and undergo a process called ‘myelination’. The nerves are coated in a myelin sheath, a white fatty substance that acts as an insulator. This process enables neural networks of the brain to become more specialised and more efficient as reading skills develop. The ease and efficiency of fluent reading allows the involvement of a third executive function. This is another form of top down control and is known as ‘cognitive flexibility’ or ‘task switching’.
3. Task-switching (cognitive flexibility) involves adapting while remaining engaged with the task. There can be many reasons to adapt while reading. For example, if there was a decoding mistake which changed the meaning of the text, then a feeling that ‘something has gone wrong’ would immediately activate ‘task switching’ and a quick repair to the reading.
In early reading, there are more likely to be errors in decoding, which alter the meaning: ‘horse’ instead of ‘hose’, ‘take’ instead of ‘talk’, ‘driver’ instead of ‘diver’, ‘lunch’ instead of ‘launch’. In each case, the child has opted for a more familiar, rather than a less familiar word and it is easy to see that probability may have influenced these choices.
Reading pedagogue Marie Clay refers to the process of self-correction from the point of view of the teacher. In this extract we can almost ‘see’ her observing the young reader and feeling into the strategies that the child has decided upon as they develop a meaningful connection with the text:
When a child initiates a self-correction we can sometimes tell when the child is (or is not) using meaning and / or structure and / or visual information and has tried to achieve a match across all of these. Even unsuccessful attempts to correct are indicators that the child is aware that these activities can be useful. Effective self-correcting follows from monitoring, searching, cross-checking and making all information match. (Clay, 2005, p.87).
The decision to ‘repair’ a word that does not make sense in the context involves an immediate eye movement back to the place of confusion, followed by the continuation of the reading, the coordination of working memory and the smooth assimilation of information. Although the decoding has not been flawless, a rapid repair that prioritises fluent comprehension is typical of reading fluency in action.
Summary
In this post I’ve described the importance of three ‘top down’ processes, known as ‘executive functions’ and their role in the development of early reading fluency.
- Control of inhibition
- Working memory
- Task switching
These executive functions are mutually supportive and are essential to the development of fluent reading. Although there are many interventions available to schools for supporting decoding skills, there are virtually none that support executive functions, in this, the Rhythm for Reading programme can certainly help.
To find out more about the Rhythm for Reading programme click here to book a call.
If you enjoyed this topic, keep reading!
Fluency! Finding flow in early reading
From a rhythm-based perspective, the key words in this quotation are ‘attends’ and ‘attention’. The child’s capacity to sustain their attention determines the fluency of their reading. Attention is the cognitive ‘fuel’ necessary to ‘drive’ this fluency and to extract the author’s ‘message’ from the alignment of the letters, words and phrases as units of meaning.
What can we do to support the development of reading fluency?
The children who lag behind their classmates in terms of fluency are not a homogenous group. Although time-consuming and costly, one-on-one teaching is essential for those who struggle the most. However, short, intensive bursts of rhythm-based activity (Long, 2014) have been found to give a significant boost in reading fluency as a small group teaching intervention. This approach is a more efficient use of resources as it supports the majority of children who struggle with fluency in ten weekly sessions of only ten minutes.
Many teachers and head teachers have remarked on the improvement in their pupils’ reading fluency, so it seemed important to try to capture what has been happening. Of course, there are different ways to define and to measure reading fluency, but here is a snapshot of what we found when using two types of assessment.
Reading fluency again - looking at prosody
Prosody is closely associated with skilled reading, being integral to fluency and a predictor of achievement in reading accuracy and comprehension. Prosody is not taught, but it is a naturally occurring feature of competent reading. The words on the page may be arranged in horizontal lines, but a good reader transcends the visual appearance of the words, allowing them to take on a natural, flexible and speech-like quality.
References
Marie M. Clay (2005) Literacy Lessons Designed for Individuals Part Two Teaching Procedures, New Zealand, Heinemann Education, A Division of Reed Publishing Ltd.
Maryanne Wolf (2008) Proust and the Squid: The story and science of the reading brain, London, Icon Books Limited
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