Many children can read the words on a page, yet still struggle to understand what they have just read. This often confuses parents and teachers. If a child can sound out words correctly, shouldn’t comprehension follow?
Not always.
Reading is not a single skill. It is the result of multiple processes working together, and two of the most important are decoding and fluency. When one of these is weak, the entire system begins to strain.
Decoding gets the words, fluency carries the meaning
Decoding is the ability to sound out words using knowledge of letter-sound relationships. It is the foundation of reading, and without it, a child cannot access written language. A child who can decode can take an unfamiliar word, break it into parts, and read it accurately, even if it takes time. This is a critical step forward, and it often gives the impression that reading is “in place.”
However, decoding on its own is not enough.
Fluency refers to the ability to read accurately, at an appropriate pace, and with ease. A fluent reader does not need to stop and work through every word. Instead, many words are recognized instantly, allowing the reader to focus on meaning rather than mechanics. Reading becomes smoother, more natural, and far less effortful.
The difference between the two is subtle but important: decoding is about accuracy, while fluency is about efficiency. A child may be able to read every word correctly and still struggle because the process is too slow and too demanding.
When reading is accurate, but still not effective
This is where many reading difficulties are misunderstood.
A child with adequate decoding skills but poor fluency often reads haltingly and effortfully. There may be frequent pauses, repeated attempts at words, and a noticeable lack of flow. On the surface, it can seem as if the child is managing, especially if errors are limited. But beneath that surface, something else is happening.
Reading places significant demands on working memory. As a child reads, they must hold the beginning of a sentence in mind while processing the rest. When decoding is slow, this process begins to break down. The child is so focused on figuring out each word that there is little mental capacity left to retain meaning. By the time they reach the end of a sentence, the beginning may already be lost.
This is why a child can perform reasonably well on word recognition tasks and still struggle with comprehension. The issue is not whether they can read the words—it is whether they can read them quickly and effortlessly enough to construct meaning.
Why “just read more” often fails
It is also why the common advice to “just read more” often falls short.
Practice is important, but only when it reinforces the right processes. If a child continues to read slowly and laboriously, more reading may simply strengthen that pattern. Over time, this can lead to frustration and, eventually, avoidance.
It’s similar to practicing a piano piece incorrectly—you don’t become fluent; you become consistent at struggling.
Building reading that works
For reading to develop properly, decoding and fluency must grow together. Accuracy without speed places too much strain on the system, while speed without accuracy leads to errors and confusion. Skilled reading depends on both.
Supporting a child in this situation requires more than increasing reading volume. It involves guided practice, where reading is supported and corrected, as well as repeated exposure to text to build familiarity and confidence. Equally important is the development of underlying cognitive skills, such as working memory, attention, and processing speed, which contribute to fluent reading.
The bottom line
A child who reads slowly is not simply reading at a slower pace—they are working harder than they should, often without achieving the understanding they are aiming for.
Decoding opens the door to reading, but fluency allows a child to walk through it with ease. Without both, reading remains effortful, and comprehension will continue to lag behind.
Edublox offers cognitive training and live online tutoring to students with dyslexia, dysgraphia, dyscalculia, and other learning disabilities. Our students are in the United States, Canada, Australia, and elsewhere. Book a free consultation to discuss your child’s learning needs.
Fluency vs. Decoding: Why Both Matter for Reading Success was authored by Sue du Plessis (B.A. Hons Psychology; B.D.), a dyslexia and dyscalculia specialist with 30+ years of experience in learning disabilities.
Edublox is proud to be a member of the International Dyslexia Association (IDA), a leading organization dedicated to evidence-based research and advocacy for individuals with dyslexia and related learning difficulties.
