Abstract:

The purpose of this study was to investigate teacher candidates' perceptions about how to teach and assess fluent reading. To this end, the data was collected from 180 candidates by using a survey consisting of 5 open-ended questions. The data was analyzed by using qualitative techniques and frequency analysis. Most of the teacher candidates believed that fluent reading should be done by considering spelling and punctuation, and the process should result in comprehension. The results also showed that being a model was the most indicated item in the sections as how to teach fluent reading and the competencies expected from the classroom teachers. Most of the candidates favored single assessment technique in assessing fluent reading. These techniques were running records, counting speed and correct reading rate, assessing comprehension by using questions, and assessing the euphony of reading. Key Words: Fluent reading, teacher candidates, perceptions and opinions

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