This article explores the role of high-frequency words and common phrases in developing reading fluency among young learners. Reading fluency—defined by accuracy, speed, and prosody—acts as a bridge between word recognition and comprehension. The study reviews theoretical foundations and practical strategies such as sight word instruction, phrase-cued reading, and repeated exposure. Findings show that systematic and contextual instruction of frequent lexical items significantly improves early reading fluency. Recommendations are made for balanced instructional approaches to support literacy acquisition in early education settings.

reading fluency, sight words, common phrases, early literacy, phrase-cued reading, high-frequency words.

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