Which statement describes the role of modeling fluent reading by the teacher?

• A. It has little impact.
• B. Modeling fluent reading with teacher read-alouds and scaffolds helps students hear pacing, volume, and expression.
• C. Students should not observe fluent reading.
• D. Fluent reading modeling replaces student practice.

Answer: (B)

Modeling fluent reading shows students what fluent reading sounds like and how pace, volume, and expression convey meaning. When a teacher reads aloud with appropriate pacing, uses expression, and pauses where punctuation suggests, students hear the prosody that supports understanding of the text. Scaffolds—like pointing out phrasing, highlighting where to pause, or explaining why a voice changes for dialogue—make the model clear and actionable. This demonstration gives students a concrete target for their own reading and provides a bridge to guided and independent practice, helping them imitate the rhythm and expression they’ve observed.

Fluency modeling is not something with little impact, nor should students avoid observing it, and it does not replace student practice. It complements practice by showing how fluent reading works and then giving students chances to apply it themselves.