On terms and procedures: Fluency.

Vollmer et al. (1996) wrote a how-to guide for building fluent behavior. They defined fluency as accurate, effortless, and fast responding that lasts over time.

The paper lists three tools: pick a pinpoint, run timed frequency drills, and chart results on a standard celeration chart. It also tells readers to set aim ranges from past data, not from guesswork.

This is a theory paper, so there are no new data. Instead, the authors give step-by-step rules they say will produce fluent performance in any skill area.

van Schrojenstein Lantman-de Valk et al. (2006) took the same three tools and tested them on oral reading. They ran 10-minute frequency drills with three children and saw quick jumps in words read correctly. The 2006 study extends R et al. by showing the rules work in a classroom.

Lemons et al. (2015) used a clicker during dance practice. Fast clicks after each correct step raised movement speed without extra drills. This extends R et al. into a new setting and adds immediate conditioned reinforcement as a booster.

Williams (1996) published the same year and also talked about fluency, but stayed at the concept level. R et al. gives the actual charting and timing steps, so the two papers sit side-by-side: one explains why fluency matters, the other tells you how to do it.

If you run precision-teaching sessions, this paper is your field manual. Pick one clear behavior, time it for one minute, mark it on a celeration chart, and keep going until the rate hits the aim band. The neighbor studies show the same quick routine works for reading words, dance steps, and other skills. Try it next time you want learners to keep the skill after the session ends.