Your third paragraph sounds so sensible to me.  I've had a gut feeling  
recently that fluency is the present education craze, but a passing  
phase.  It is an easy improvement to  be able to measure, but does it  
actually develop comprehension skills. Thanks for your knowledgeable  
input.
Zoe
On Saturday, July 7, 2007, at 09:10  PM, elaine garan wrote:

> I'm not Tim, but I'll jump in here with a thought that might put your
> experience in a different perspective.
>
> Do you think it's possible that when he's reading aloud, he's so
> focused on how he sounds that he isn't thinking about what he's
> reading? This happens to me. When I'm reading in front of an audience,
> very often, I have no idea of what I've read. Maybe this is a sign that
> he's a mature reader. How often do any of us read aloud? How often do
> we worry about how fluently we read or how we sound? And when we do
> worry about that, what happens to our comprehension? Most of us do most
> of our reading silently.
>
> Beyond beginning reading, beyond first grade, there is a zero
> correlation between fluency and comprehension. In fact, fluency (in
> terms of a focus on wpm and even prosody) can actually interfere with
> comprehension because the reader is thinking about that performance
> aspect instead of meaning, especially if he or she is being timed. .
> The research supports that. So maybe this boy is a fluent as he needs
> to be. And if he's reading silently with comprehension, then why worry
> about how he sounds when he reads aloud since most of mature reading
> and even reading for tests is silent anyway?
>
>
> On Saturday, July 7, 2007, at 05:53 PM, [EMAIL PROTECTED] wrote:
>
>> Yes he can. When he reads aloud he rereads constantly and has hardly
>> any
>> comprehension. If I ask him to read a page silently and tell me what
>> it's about
>> he can. He's a mystery.
>>
>> Sue
>>
>>
>>
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