From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School / Edition 3

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This best-selling resource from two of today’s most respected literacy educators gives aspiring and veteran teachers alike a practical workable, fresh approach to word study that students find authentic, engaging, and enjoyable. From Phonics to Fluency provides methods, strategies, and activities for teaching decoding and reading fluency that fit easily and effectively into any classroom situation. The guide is based on solid literacy theory, reading research, and actual classroom practices. It helps teachers put students on their way to improved word recognition, more fluent reading, and better reading comprehension—all in a manner that nurtures students’ lifelong fascination with words and reading.

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Editorial Reviews

From the Publisher

Full of practical advice and even the newest teacher will be able to implement a thoughtful, sensible, and engaging reading program.

This text represents the BEST of advice for beginning reading instruction. I wholeheartedly believe that From Phonics to Fluency should be required reading for EVERY reading teacher from kindergarten to 5th grade. This text is easy to read, chock-full of brilliant advice, and eminently doable for every teacher.

- Judy Mazur, 5th Grade Teacher, Buena Vista Elementary School, Walnut Creek, CA

Dr. Rasinski and Dr. Padak know the hearts and minds of today’s classroom teachers because they do something few reading researchers do—they still work with children.

- Tracy Hendrix, Academic Coach, Carnesville Elementary School, Carnesville, GA

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Product Details

  • ISBN-13: 9780132855228
  • Publisher: Pearson
  • Publication date: 10/8/2012
  • Series: Professional Development Guide Series
  • Edition number: 3
  • Pages: 336
  • Sales rank: 219,986
  • Product dimensions: 7.20 (w) x 9.00 (h) x 0.30 (d)

Meet the Author

Dr. Timothy Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

Nancy Padak was a Distinguished Professor of Education at Kent State University where she directed the Reading and Writing Center and taught graduate courses in literacy education. She received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and K-12 administrator in a large urban school district. She frequently works with teachers and has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher and the Journal of Literacy Research.

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Table of Contents



CHAPTER 1. Word Study and Fluency

In Conclusion


CHAPTER 2. Basic Concepts and Terminology

In Conclusion


CHAPTER 3. Assessing Word Recognition and Reading Fluency

Initial Assessment

Measuring Continuous Progress and Making Initial Diagnoses

Diagnostic Assessment

In Conclusion


CHAPTER 4. Instructional Routines for Word Study and Fluency

Planning a Word-Learning Curriculum

Principles for Routines

Types of Routines

When Readers Struggle

In Conclusion


CHAPTER 5. Using Authentic Texts to Learn New Words and Develop Fluency

What Is Easy to Read?

Types of Authentic Text

Using Authentic Text

Just Good Books

Texts and Phonics

Dictated Texts

Texts and Reading Fluency

In Conclusion


Children’s Literature Cited

CHAPTER 6. Teaching Phonemic Awareness

Assessing Phonemic Awareness

Teaching and Nurturing Phonemic Awareness through Text Play and Writing

Teaching and Nurturing Phonemic Awareness through More Focused Activities

In Conclusion


CHAPTER 7. Onsets, Rimes, and Basic Phonic Patterns

Beginning Letter-Sound (Onsets) Relationships

Moving on to Patterns (Rimes) Beyond Initial Letters

In Conclusion


CHAPTER 8. Teaching Advanced Word Patterns

Teaching Affixes

Teaching Derivational Patterns

Be Creative with Word Study

In Conclusion

Appendix: Essential Words and Derivations for Upper Elementary and Middle Grades


CHAPTER 9. Word Walls

What Is a Word Wall?

Sources of Words

Using Word Walls

In Conclusion


Children’s Literature Cited

CHAPTER 10. Building Words

Making and Writing Words

Making and Writing Words Using Letter Patterns

In Conclusion


CHAPTER 11. Word Banks and Word Sorts

What Is a Word Bank?

Using Word Banks

In Conclusion


CHAPTER 12. Contextual Word Recognition

What Is Context?

Why Is Context Important?

Talking about Context

Cloze and Maze Activities

Helping Readers See Their Options

In Conclusion


Children’s Literature Cited

CHAPTER 13. Student-Created Texts and Word Learning

What Is LEA?

LEA: The Basics

Obtaining Dictations

LEA and Individual Students

Using LEA Texts for Extended Reading and Word Exploration

Copy Change

In Conclusion


Children’s Literature Cited

CHAPTER 14. Word Games


Word War

Pick Up Sticks

Match (Concentration)

Go Fish

Make Words with Cubes

Word Maker Cups



Other Games

In Conclusion


CHAPTER 15. Spelling and Word Learning

Learning about Written Language through Spelling Approximations

Discovering What Children Know about Sounds through Spelling

Supporting Young Writers

Parents and the Spelling Program

In Conclusion


CHAPTER 16. Beyond Word Study: Reading Fluency

What Is Fluency?

Why Is Fluency Important?

Helping Students Become Fluent Readers

Focus on Phrases and Phrase Boundaries

Choose Texts Carefully

Synergistic Instruction—The Fluency Development Lesson

In Conclusion


CHAPTER 17. Teaching Phonics and Fluency: Making Critical Choices for Authentic and Effective Instruction

Our Orientation for This Book

The Sad Reality

Fluency Too

Choose Wisely

In Conclusion


CHAPTER 18. Involving Parents in Word Study and Reading Fluency Instruction

Advising Parents

Literacy at Home

Reading to Children

Writing at Home

Captioned Television

More Home Activities for Improving Word Recognition

Family Workshops

Systematic Routines

In Conclusion


APPENDIX A: Common Rimes (Phonograms or Word Families)

APPENDIX B: Fry Instant Word List

APPENDIX C: Prefixes

APPENDIX D: Suffixes

APPENDIX E: Greek and Latin Word Patterns

APPENDIX F: Websites for Word Study



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