Fluency stories, sometimes called decodable passages, are a powerful tool in every phonics and reading program, including Orton-Gillingham. If you’re a teacher, tutor, or parent, you already know that fluency matters. But how you use decodable passages can make a difference in helping students grow.

In my own Orton-Gillingham lessons, I love fluency stories because they:

Reinforce phonics rules in context
Introduce new words naturally
Track progress on reading concepts
Build expression, pacing, and comprehension

They aren’t just about timing how fast the student can read. These stories are about bringing the concepts we teach to life.

What to Expect with Fluency Stories and Decodable Passages

Not every word in a fluency passage will be easy. Don’t expect a student to read with expression or automaticity the first time, or even the second or third. Fluency is built through repetition and support.

Here’s a good routine:

Model the story first. Read it aloud before asking your student to try.
Repeat as needed. You might read it to them multiple times before they attempt it alone.
Try group reading. In a classroom, you can read together as a group or play a recording/video for students to follow along with.
Practice solo. Once students are familiar, have them read independently to check fluency and expression.

Fun Ways to Practice Fluency

Partner Reading: Pair students together and let them take turns. (But model it for them first so they know what to expect.)
Act It Out: Turn the story into a mini-play. For example, in one of my fluency passages, a child wants to play an instrument, but the mom keeps saying “no.” Let your student play the mom while you switch roles!
One-on-One Practice: Spend time listening individually to assess progress. Are they inflecting emotion? Reading questions like questions? Adding emphasis to exclamation marks? This helps you check for both fluency and comprehension.