Blended learning where the traditional and the virtual instruction are harmoniously combined offers consecutively a learning style that is mostly preferred by students, and assists language teachers. This study purports to investigate students' attitude towards the main characteristics of a Blended learning method. To achieve this objective, a quantitative data based study design was carried at the Teacher Training School of Constantine in Algeria on thirty second year university students who enrolled in Blended learning reading instruction course. As they could take advantage of both Moodle elearning platform and in-class Face-to-Face reading instruction, participants responded to a post evaluation program questionnaire. Getting through students' learning experience, practitioners may gain a thorough understanding of the main characteristics of this innovative approach to course design. The participants manifested a positive attitude towards Blended learning because they experienced an improvement in their reading skills and an increase in their learning motivation. More importantly, their testimonies revealed that this new learning environment enables them to escape from the boundaries of traditional classroom and to become more responsible about their own learning thanks to the online easy access to information.

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Reading fluency allows the reader to focus his cognitive attention on gaining meaning from what is read. Because of its strong impact on comprehension, researchers and educators' interest is centered on testing the best conditional practices that would sustain the development of reading fluency and provide an indirect support to reading comprehension. On one hand, this descriptive exploratory study digs deep on the existing literature on the functional relationship between reading fluency and comprehension; and on the other hand, it sheds light on the different direct fluency instructions proved effective since Samuels' repeated reading (1979) to the most recent ones: fluency integrated instructional routines. As the effect of the combined fluency instructional strategies is higher than the effect of a fluency instruction working individually, we recommend the Fluency Oriented Reading Instruction as the most effective literacy program for EFL learners.