Abstract
Reading is not synonymous to comprehension; rather it is a prerequisite that doesn't, by itself, guarantee comprehension. This is to say that being efficient in decoding letters, syllables and whole words and recognizing vocabulary does not ensure natural r automatic comprehension. Fluency seems to be the bridge between the mastery of the mechanics of reading and the dynamics of comprehension. Abundant research exists that explores how to improve reading skills of EFL learners at Saudi universities. However little, if any, of this array of research sought to discern the potential effects of educational technology on the fluency of struggling readers in continuous learning programs. To fill this gap, this study seeks to probe the multi dimensions of the problem and suggest ways to solve it. For this purpose, 24 EFL lecturers from three Saudi universities were selected and interviewed. A suggested computer-assisted collaborative reading model was put forth to be applied in the three universities. Students were diagnosed by their instructors as gaining relatively enough grasp of decoding skills at the multilevels of orthographic knowledge, mono and polysyllabic words, but exhibit slow and inaccurate reading indicating reprehensive symptoms for a fluency problem. The lecturers explained that the disappointment resulting from learners' inability to reach comprehension despite mastering decoding skills influences their attitudes towards reading and language learning, bringing about reading apathy and low self-esteem. The proposed model is designed to enhance reading fluency which is perceived as the underlying problem that makes the reader struggle. It is to be delivered partly individually and partly collaboratively online. Collaboration also is operated via face to face instruction especially in teaching the reading strategy. In doing so, the procedures followed are in line with the blended learning. The findings indicate clearly that the proposed model was successfully used to improve reading fluency through accelerating the different reading subskills for decoding and create positive attitudes toward reading. The results highlight the importance of establishing a level of automaticity that gives rise to the higher skills of comprehension.