CTEL 2 - Assessment and Instruction Practice Test

The automaticity theory posits that fluency in reading involves not just the ability to read quickly, but the ability to do so with comprehension, which enhances overall understanding of the text. According to this theory, as readers practice and become more fluent, they can read with less cognitive load, allowing them to allocate more mental resources to comprehending the material. This means improved fluency typically leads to better reading comprehension, as readers are able to process information more efficiently and focus on the meaning of the text rather than just decoding the words.

This understanding aligns well with various educational practices that emphasize the importance of developing fluency as a precursor to better comprehension outcomes in students. It recognizes that when students read fluently, they can engage more deeply with the content, leading to improved comprehension skills. Thus, the assertion that fluency increases reading comprehension improvement captures the essence of what the automaticity theory conveys about the interrelationship between these two critical aspects of reading.