FOR TEACHERS · KS1 AND KS2
Building reading fluency in class: routines that work
Most classes have pupils who can decode but still read slowly, word by word, with little attention left for meaning. Fluency grows through practice that's modelled, repeated and a little bit fun. This guide sets out the routines the DfE's reading framework describes, the UK data behind them, and a short poem to try tomorrow.
By the Litsee team · Last reviewed · About this guide
The short answer: familiar texts, read again, with a model
The reading framework is honest about the work involved: “However, for many pupils, becoming a fluent reader takes a considerable and continuing investment of time. There are no short cuts.” And it is clear about what helps: “Their familiarity with a text is critical to building fluency.” (DfE reading framework).
It's equally clear about what doesn't: “Urging pupils to read at speed will not increase their fluency: they can read only at the speed they can decode.” Fluency follows from accurate decoding and practice, so the routines below build familiarity rather than speed.
Why fluency matters, in UK data
FFT Education Datalab analysed fluency checks from schools in England and linked Year 6 pupils' results to their KS2 reading tests: “This shows a strong correlation (linear correlation coefficient of 0.68) between the curriculum reading test comprehension score and oral reading fluency.” It also found wide variation: “The median of the lowest quartile of readers (25%) read aloud at 72 WCPM (range of 0 to 87) by the end of primary school” (FFT Education Datalab, 2024).
For a rough benchmark, the STA's non-statutory KS1 framework says: “Approximately 90 words per minute is a good indicator of when children start to read with sufficient fluency to focus on their understanding, but some pupils read slower than this while still being able to do so.” (STA). By the start of Year 5, the national curriculum expects that “pupils should be able to read aloud a wider range of poetry and books written at an age-appropriate interest level with accuracy and at a reasonable speaking pace.” (DfE national curriculum). Our parent guide to fluency by year has FFT's medians for every term, to share with families.
Four classroom strategies
- Model fluent reading. “the more frequently teachers read aloud across the curriculum, the more pupils experience the impact of fluent reading” Read aloud often, and sometimes talk about how you chose your pace and emphasis.
- Echo reading: “echo reading, where the teacher reads a text aloud sentence by sentence or line by line and pupils echo the teacher’s reading, copying its pace, intonation and emphasis”.
- Choral reading: “choral reading where pupils can be allotted different lines to practise reading together”.
- Partner reading: “Partner or paired reading can be effective as everyone is involved, with pupils taking turns reading aloud a sentence, paragraph, page or whole text to one another.” The framework adds: “For this to work successfully, pupils need to be clear what their role is, especially when listening.”
All four depend on re-reading. “Re-reading a text, therefore, gradually increases the number of words in it that they can read ‘at a glance’.” (DfE reading framework). FFT's report reaches the same conclusion from its data: “fluency teaching and fluency practice throughout the school years, including a focus on oral reading fluency through repeated reading, choral reading, partner reading, and all other fluency strategies are likely to be very supportive of a pupils’ overall reading development, and certainly not detrimental” (FFT).
A poem to practise with
We wrote this short poem for echo and choral reading. Lines are marked for two groups, A and B, with a chorus for everyone. Print it, or show it on the board.
The Night Train
- A The night train hums along the track,
- B past sleeping farms and fields of black.
- A A fox looks up. An owl calls “Who?”
- B The train just rumbles, rumbles through.
- All Clickety-clack, clickety-clack,
- All into the dark and never back!
- A Then dawn comes pink across the hill,
- B the station waits, the train stands still.
A poem by Litsee for fluency practice · free to print for your class
A week of fluency with one text
A simple routine: one short text, five days, ten minutes a day.
Monday: model it
Tuesday: echo
Wednesday: choral
Thursday: partners
Friday: perform
By Friday, the text is familiar enough for every pupil to read with expression, and that's the point. Characters' voices help too; even the DfE's tips for parents suggest: “Try adding funny voices to bring characters to life.” (DfE).
Pupils who need more
For pupils who can decode but still read too slowly to follow meaning, the framework recommends more of the same, more often: “They would benefit from extra time in a small group every day to develop their fluency.” (DfE reading framework). Pre-teach tricky words from a text before the class reads it, and choose texts they can read accurately, so practice builds fluency rather than frustration.
For pupils still struggling to decode, see our guide to KS2 pupils still struggling to read, which parents can read too.
Questions teachers ask
What are good reading fluency activities for KS2?
The DfE's reading framework describes echo reading, choral reading, partner reading and re-reading familiar texts, with teachers modelling fluent reading aloud. FFT Education Datalab's 2024 report concluded that repeated, choral and partner reading are likely to be very supportive of pupils' reading development.
How many words per minute should a pupil read?
There's no target in the national curriculum. The STA's non-statutory KS1 framework says about 90 words per minute is a good indicator of reading fluently enough to focus on understanding, but some pupils read slower and still do. FFT's 2024 data puts the median at 114 words correct per minute by summer of Year 6.
Does fluency affect reading comprehension?
Yes. FFT Education Datalab found a strong correlation (0.68) between Year 6 pupils' oral reading fluency and their KS2 reading test scores. The reading framework explains why: when decoding is automatic, attention is free for meaning.
Should we time pupils' reading?
Occasional checks can help identify pupils who need support, but the reading framework warns that urging pupils to read at speed won't increase their fluency. Build fluency through re-reading familiar texts and modelling, not racing.
Sources
- The reading framework (Section 4: Developing fluency) Department for Education, July 2023, updated 22 September 2023, checked 3 November 2026
- Non-statutory teacher assessment frameworks at the end of key stage 1 (English reading) Standards and Testing Agency, updated 29 April 2024, checked 3 November 2026
- Reading fluency in England: interpreting data from the FFT Reading Assessment Programme FFT Education Datalab, November 2024, checked 3 November 2026
- National curriculum in England: English programmes of study (key stages 1 and 2) Department for Education, September 2013, updated 16 July 2014, checked 3 November 2026
- 10 top tips for parents to support children to read Department for Education, 16 July 2020, updated 25 April 2022, checked 3 November 2026
About this guide
Written by the Litsee team and checked line by line against the sources listed on this page.
The poem and the weekly routine are our own, built on the strategies in the DfE reading framework. Fluency figures are from FFT Education Datalab (2024) and the STA's non-statutory KS1 framework, as published.
Spotted something wrong or out of date? Email info@litsee.com and we will fix it. Last reviewed: .
A model of fluent reading, on the board
Read an illustrated Litsee story together, read aloud with the words on screen, and let the class choose what happens next.
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