As such, the rate of reading, a key component of fluency, is significantly imperative in the assessment of fluency (Taylor, 2002). In the past, education systems have focused enhancing the reading skills of children. Nonetheless, fluency has been overlooked. From the research, undertaken, oral reading fluency contributes massively to the understanding and remembering of the important ideas in any text.
Silent reading denotes the capacity to read with unrelenting concentration, effortlessness and calm, at an appropriate rate. Since it does not entail reading aloud, articulation is not considered. Silent reading and oral reading are closely related hence, they influence each other. Nevertheless, there are various profound differences in the practice of the two forms reading, and how improve them. The two forms of reading require varied focus. For instance, in oral reading the attention should be primarily on recognizing the text and making suitable oral expression. In addition, the reader should also read at an appropriate rate that maintains the intended meaning of the text by posing or changing audibility (Hasbrouck, 2014). In oral reading, comprehension of the ideas the text articulates become peripheral. Therefore, oral reading of text reduces understanding of the ideas therein. By contrast, silent reading enhances understating of the ideas in a text as the focus is primarily on sustaining concentration. In silent reading, the reader has an opportunity to decode the ideas as he/she reads.
Despite the fundamental differences, in the two forms of reading there are similarities. To begin with, fluency under both forms of reading can be graded as per certain set metrics into different levels of fluency. However, the levels vary in both silent and oral reading due to the different parameters employed in the assessment of each form of reading. Based on the existing systems of evaluating, assessment of