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At one time or another every elementary classroom teacher hears a child's oral reading performance which makes him/her feel uncomfortable. Hesitations, repetitions, improper use of intonation skills and word mispronunciations abound. Inconsistent rate and rhythm make comprehension of the text nearly impossible for the listener. One typically associates this type of reading with children who have below grade level reading achievement. however, this need not be the case. In rooms where teachers understand the variables of fluent texting behavior and use techniques which incorporate the principles of effective practice and learning, listeners will not be able to distinguish between the oral reading performances of the highest and lowest achievers. Differences in their performances will be minimized or eliminated.

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