The development of fluency in beginning readers is a gradual process that often involves different oral strategies such as word-by-word reading, pointing to words, and reading aloud to oneself. A review of research related to these behaviors and to corresponding spelling behaviors suggests a number of implications for instruction, including the following: (1) disfluent oral readers may need to point as they read, but silent readers should not need to point because they have sufficient oral fluency; (2) reading in groups should be oral for beginning readers; (3) reading rate is a reliable and easily obtained indicator of fluency and is closely related to reading accuracy; and (4) diagnostic teaching should include a sampling of invented spellings and an analysis of the synchrony between stages of reading and spelling. Both fluency and expression can be promoted through the use of relatively easy material. (FL)