For many language teachers and most language students, fluency means the state in which you are able to use the language you have been given or chosen accurately and appropriately in any situation in which you find yourself. This general or broad definition conflates fluency with proficiency (Lennon, 1990), but fluency is also understood by language teachers and researchers as an aspect of the complex construct of proficiency along with accuracy and complexity. As such, fluency refers to those elements of language production that include speed, smoothness, and effortlessness (Chambers, 1997). It is easy to see how the accomplishment of accuracy has been the main driver of language classroom curricula in spite of attempts to shift focus to meaningful language use. Usage-based theories of language learning suggest, however, that building fluency should have a more prominent role in language curricula from the very beginning (Ellis, N. 2005), and in all four skills (Nation, 2007). Gaining proficiency in each of the skills necessitates efficient (automatic and stable) processing of low-level processes, which are unconscious, unintentional, and involuntary (Olkonnen, et al. 2020). For reading fluency, these processes include phonological processing (grapho-)phonemic discrimination, word recognition, syntactic parsing and linking grammatical forms with meanings (Grabe, 2010). One of the claims of those who research the benefits of ER is its impact on the development of reading fluency (Al-Hamoud & Schmitt, 2009; Beglar, Hunt, & Kite, 2012; Bui & Macalister, 2021; Mclean & Roualt, 2021), but in Nation and Waring’s “four strands” curricular scheme (2020), ER is not included as a fluency building activity. What then is fluency-building and how do we support its development in the classroom with or without ER?