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In phonics instruction, fluency practice is essential for helping students develop automaticity in their reading skills. A critical component of fluency practice involves incorporating controlled text for skill application. Controlled texts are carefully designed passages that utilize specific phonetic patterns or vocabulary that students are learning, allowing them to practice these skills in context.

By using controlled texts, educators can ensure that students are practicing fluency with materials that are appropriate for their current level of phonics knowledge. This approach helps build confidence, reinforces learning, and improves overall reading fluency as students can successfully decode and comprehend the text without the frustration of encountering too many unfamiliar words.

The other options do not effectively contribute to fluency practice: silent reading sessions can limit the opportunity for feedback; practice without immediate feedback can hinder learning; and focusing only on oral reading without any written component misses the opportunity to connect phonics skills with both decoding and encoding in a holistic manner.