Literacy, fluency and reading comprehension all play a crucial role in determining how students acquire skills in the classroom. This article will review a number of academic literatures that provide more detail on reading fluency and comprehension. For a long period of time, a student's ability to read instructional materials fluently has been considered the most comprehensive learning method through which the student can acquire literacy. Kuhn, Schwanenflugel, and Meisinger (2010) argue that reading fluency should not only focus on automatic word recognition as a way to assess a student's abilities (p. 231). The authors argue that there should be other methods to assess reading fluency through prosody, which can influence the pace of spoken language. Automatic word recognition helps the student read quickly, with limited effort, with autonomy and without having to be conscious. All of these attributes cause a student's reading fluency to improve. Dewitz, Jones, and Leahy (2009) state that comprehension of reading instruction in classrooms does not always meet standards set by educational experts (p. 107). Adopted comprehension programs do not give students time to practice what they are learning through comprehension because students are given too much material to learn. Students are at a disadvantage because they are likely unable to complete the core curriculum topics as outlined in the study guide. Programs cover many more topics than before, which pushes instructors to rush students through the curriculum before a clear assessment of students' internalization of what they are being taught is made. Rasinski (1999) states that one of the most effective ways to assess a student's reading ability...... middle of the paper...... uence. Reading Research Quarterly, 45 (2), 230-251. Nichols, W. D., Rupley, W. H., & Rasinski, T. (2009). Fluency in learning to read for meaning: Going beyond repeated readings. Literacy Research and Education, 48, 1-13. Pikulski, J., & Chard, D. (2005). Fluency: Bridge between decoding and reading comprehension. The Reading Teacher, 58(6), 510-520. Rasinski, T., & Hoffman, J. (2003). Oral reading in the school literacy program. Reading Research Quarterly, 38(4), 510-522.Rasinski, T. (2000). Speed ​​matters in reading. The Reading Teacher, 54(2), 146-152.Rasinski, T. (1999). Before reading: Fluency is key. School Instructor, 113(4), 15-20. Slavin, R., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A synthesis of the best evidence. Quarterly Research Reading, 43(3), 290-322.