Partnering for Fluency / Edition 1

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Fluency instruction can be seamlessly incorporated into any elementary classroom with the help of this indispensable guide. Provided are fluency development ideas that are effective and motivating, including whole-class and small-group lessons, student-managed activities, and procedures involving classroom volunteers. The emphasis on partner-based learning and the wealth of practical applications make this book unique. Teachers will also appreciate the many real-life examples, tips from other practitioners, and recommended resources. Special features include reproducible assessment tools.
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Editorial Reviews

From the Publisher

"Moskal and Blachowicz have created an accessible and informative text on fluency instruction. Not only does this book clearly explain what fluency is (and what it is not), it also provides practical ways to integrate fluency into the literacy curriculum and to assess student learning. Further, it presents unique instructional approaches involving student partners and the thoughtful use of volunteers. This is an ideal resource for teachers and curriculum coordinators as well as for courses focusing on primary-grades literacy development."--Melanie R. Kuhn, PhD, Graduate School of Education, Rutgers, The State University of New Jersey

"This is the book classroom teachers need to make sense of the multitude of data and directives regarding fluency. The authors cite applicable research, offer sensible approaches to assessment, and, finally, provide a veritable roadmap for classroom application that is manageable for teachers and engaging for students. A valuable text for preservice teachers as well as those preparing for roles in literacy leadership and coaching."--Ann Bates, EdD, National-Louis University

"What is unique about this book is its step-by-step treatment of all the little things that go with successful fluency instruction. For instance, teachers are shown how to judge the difficulty of texts, where to find appropriate texts, and how to use fluency practices with different kinds of texts. Key details are provided on how to assess whether a specific child is as fluent as he or she needs to be, and how to instruct children in self-management of their fluency progress. The book also describes how to recruit parents and volunteers as partners in pursuit of reading fluency. I highly recommend this enlightening and enjoyable text."--Paula J. Schwanenflugel, PhD, Department of Educational Psychology and Instructional Technology, University of Georgia

"This enjoyable book can be used by all classroom teachers/m-/those working with struggling readers will especially benefit. I also recommend this book for teachers' book clubs!"--Denise Mumford, MA, Literacy Coach, Watkins Elementary School, Newport News, Virginia

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Product Details

  • ISBN-13: 9781593852641
  • Publisher: Guilford Publications, Inc.
  • Publication date: 3/15/2006
  • Series: Tools for Teaching Literacy Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 142
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.60 (d)

Meet the Author

Mary Kay Moskal, EdD, is Associate Professor in the School of Education at Saint Mary's College of California. She is also codirector of the after-school literacy learning clinic at a local elementary school. Dr. Moskal has presented and published on the topic of fluency, both locally and nationally.

Camille Blachowicz, PhD, is Professor and Director of the Reading Program at National College of Education of National-Louis University. Dr. Blachowicz has published extensively on vocabulary, comprehension, and reading difficulties, and is a nationally known staff developer. She has also been named by the International Reading Association to the roster of Outstanding Reading Teacher Educators.

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Table of Contents

1. A Brief Look at Oral Reading Fluency
2. The Research Base
3. Fluency Assessment
4. Preparing for Fluency Instruction
5. Fluency Lessons
6. Student Partners for Fluency Development
7. Volunteer Partners for Fluency Development
8. Resources for Fluency Instruction
9. Fluency as a Focus for Teacher Learning
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