Abstract

Fluency-a reader's ability to read accurately, with correct expression, speed, and prosody-is a main component of the science of reading (Rasinski, 2016). Although the science of reading has been a significant topic surrounding the issue of improving literacy in schools, there is little focus on the teaching of fluency at the secondary level (Shanahan, 2021; Steinle, 2022; Wexler, 2008) and how fluency influences reader identity. This article seeks to explore this question through the lens of the dialogical self (Hermans, 2001). In this case study, three 11th grade students participated in a series of lessons targeting components of fluency-accuracy, speed, prosody, and expression-in an ELA class. Data collected include student self-reflections, self-assessments, RSPS2 pre and post surveys, and teacher observations. Data was analyzed both quantitatively and qualitatively, and analysis of the RSPS2 surveys and self-reflections showed shifts in reader identity. Using Herman's theory of the dialogical self as an interpretive framework, a thematic analysis of the self-reflection data also suggests a relationship between students' reader identities and improvements in their reading fluency.

Degree

College and Department

Humanities; English

Rights

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