Over the past decade, fluent reading has come to be seen as a central component of skilled reading and a driving force in the literacy curriculum. However, much of this focus has centered on a relatively narrow definition of reading fluency, one that emphasizes automatic word recognition. This article attempts to expand this understanding by synthesizing several key aspects of research on reading fluency, including theoretical perspectives surrounding automaticity and prosody. It examines four major definitions of reading fluency and their relationship to accuracy, automaticity, and prosody. A proposed definition is presented. Finally, the implications of these definitions for current assessment and instruction are considered along with suggestions for reenvisioning fluency's role within literacy curriculum.