Because fluency instruction was identified only recently as a cornerstone literacy subject, it is still unfamiliar terrain for many teachers. This volume fills a crucial gap by offering a thorough, authoritative examination of what reading fluency is and how it should be taught. Contributing authorswho include the field's leading authoritiesreview the growing knowledge base and provide clear recommendations for effective, engaging instruction and assessment. Special topics include promising applications for struggling readers and English language learners. Throughout, vignettes and examples from exemplary programs bring the research to life, enhancing the book's utility as an undergraduate- or graduate-level text and a resource for inservice teachers.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||First Edition|
|Product dimensions:||6.00(w) x 9.00(h) x (d)|
|Age Range:||5 - 11 Years|
About the Author
Timothy Rasinski, PhD, is Professor of Literacy Education at Kent State University. He also helps direct Kent State’s Reading Clinic, which recently won the Ohio’s Best Award for its effectiveness and innovations in working with students who struggle with reading. Dr. Rasinski has written over 150 articles and has authored, coauthored, or edited 15 books on reading education. His scholarly interests include reading fluency and word study and reading in the elementary and middle grades. Dr. Rasinski’s research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. He recently served a 3-year term on the Board of Directors of the International Reading Association and currently serves as coeditor of the Journal of Literacy Research.
Camille Blachowicz, PhD, is Professor of Education at National-Louis University, where she also directs the Reading Specialist Program and the Reading Center. She is the author of several books and numerous chapters, monographs, and articles on vocabulary and comprehension instruction and on working with at-risk readers. Dr. Blachowicz was a Fulbright Fellow in Italy and is active in professional organizations and staff development nationally and internationally.
Kristin Lems, EdD, is Program Coordinator and Associate Professor in the English as a Second Language/Bilingual Education Program in the Department of Curriculum and Instruction at National-Louis University. Previously, she taught in an intensive postsecondary English as a Second Language program. Dr. Lems was a Fulbright Scholar in Algeria for 2 years, and has authored a book on Teaching English as a Foreign Language methodology for the Peace Corps.
Table of Contents
Introduction, Timothy Rasinski, Camille L. Z. Blachowicz, and Kristin Lems
I. Fluency Theory, Fluency Research
1. Reading Fluency: Its Past, Present, and Future, S. Jay Samuels
2. Developing Fluency in the Context of Effective Literacy Instruction, Timothy Shanahan
3. Fluency: The Link between Decoding and Comprehension for Struggling Readers, David J. Chard, John J. Pikulski, and Sarah H. McDonagh
4. "Hey, Teacher, When You Say 'Fluency,' What Do You Mean?": Developing Fluency in Elementary Classrooms, D. Ray Reutzel
5. Reading Fluency: More Than Fast and Accurate Reading, Barbara J. Walker, Kouider Mokhtari, and Stephan Sargent
6. Hijacking Fluency and Instructionally Informative Assessments, Danielle V. Mathson, Richard L. Allington, and Kathryn L. Solic
II. Best Programs, Best Practices
7. The Fluency Assessment System: Improving Oral Reading Fluency with Technology, Susan Johnston
8. "Everybody Reads": Fluency as a Focus for Staff Development, Camille L. Z. Blachowicz, Mary Kay Moskal, Jennifer R. Massarelli, Connie M. Obrochta, Ellen Fogelberg, and Peter Fisher
9. Meaningful Oral and Silent Reading in the Elementary and Middle School Classroom: Breaking the Round Robin Reading Addiction,
Gwynne Ellen Ash and Melanie R. Kuhn
10. Paired Reading: Impact of a Tutoring Method on Reading Accuracy, Comprehension, and Fluency, Keith J. Topping
11. "Jonathon is 11 but Reads Like a Struggling 7-Year-Old": Providing Assistance for Struggling Readers with a Tape-Assisted Reading Program, Meryl-Lynn Pluck
12. Readers Theater across the Curriculum, Lila Ubert Carrick
III. Special Populations, Special Issues
13. Reading Fluency and Comprehension in Adult English Language Learners, Kristin Lems
14. Teaching Fluency (and Decoding) through Fast Start: An Early Childhood Parental Involvement Program, Bruce Stevenson, Timothy Rasinski, and Nancy Padak
15. Building a Focus on Oral Reading Fluency into Individual Instruction for Struggling Readers, Jerry Zutell, Randal Donelson, Jessica Bevans, and Patsy Todt
16. Fluency from the First: What Works with First Graders, Elfrieda H. Hiebert and Charles W. Fisher
Appendix: Multidimensional Fluency Scale
Teacher educators and graduate students, reading and literacy specialists, and classroom teachers. Serves as a text in courses in reading methods, elementary literacy instruction, fluency, and oral literacy.