Thanks, Betty. This is pretty much how I feel also. But then I will read or hear something about fluency lists and question myself. I also grapple with the issue of word recognition. Just when does a student really know the words? I had a student last year who could read a passage fairly accurately if it was on a familiar subject but really struggled with isolated words such as lists. I feel like she was using context clues in the passages because she couldn’t read many of the same words when taken out of the passage. I’m also suspicious that her main reading mechanism was memorizing words rather than decoding words.
Anyone else have an idea or opinion to share?