Overview

Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency's relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book's utility for teachers.

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9781322514666

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Reviews

An invaluable resource for beginning and experienced teachers. Drawing on rigorous classroom research, Kuhn and Levy offer numerous ideas and strategies for providing young readers with extensive learning opportunities based on principles of effective fluency instruction. Further, they provide important information for assessing reading and making informed decisions on issues such as book selection and individual and group support. This essential book will help K/-2 teachers understand the role of fluency and how to provide meaningful reading instruction that aligns with the CCSS. --Barbara A. Bradley, PhD, Department of Curriculum and Teaching, University of Kansas As teachers nationwide seek ways to help their students achieve the CCSS, they will find invaluable guidance in this short, comprehensive book on the importance of fluency in the development of reading skills. It is filled with easy-to-use research-based strategies and assessments that will help all students, especially struggling readers, engage with challenging texts. I can't wait to apply these methods in my classroom! --Kristina Z. Phelan, MA, EdM, reading specialist, Tinton Falls (New Jersey) Public Schools This is unquestionably the most comprehensive volume to support fluency instruction and improve comprehension! Early primary grade teachers will appreciate the clear explanations and many lesson plans that align essential fluency strategies with the CCSS. Preservice teachers will find this resource an invaluable addition to their coursework and their professional libraries--every essential research-based fluency strategy is included. The book provides a great deal of support and ideas for using challenging texts linked to scaffolded instruction, another important way to promote fluency and to make a connection to the CCSS. --Mary Lee Bass, EdD, Department of Speech Pathology, Educational Counseling, and Leadership, Monmouth University This book will be extremely useful in both undergraduate and graduate initial certification programs. Instructors of reading methods courses will value the numerous up-to-date research citations and links to the CCSS, and teacher candidates will welcome the helpful diagrams, lesson plans, and lists of suggested children's books. Readers will appreciate the objective-focused instructional chapters that all follow the same basic outline: 'If you need this fluency outcome for your classroom, then these are the instructional strategies that would be helpful.' --Gwynne Ellen Ash, PhD, Department of Curriculum and Instruction, Texas State University This is a great book that I'm glad to add to my professional learning library. Too often, reading assessments and fluency programs focus on speed alone, missing the importance of how the reading sounds. This book provides an in-depth definition of fluency that emphasizes how automaticity and prosody work together. --Lisa Kapp, K-3 reading teacher, Slackwood Elementary School, Lawrence Township, New Jersey

Author Information

Melanie R. Kuhn, PhD, is Associate Professor in Literacy Education at Boston University, where she teaches courses on reading methods, struggling readers, assessment, and content-area literacy instruction. She began her teaching career in the Boston public schools and has worked as a literacy coordinator for an adult education program, a clinician at an international school in England, and Associate Professor in Reading Education at Rutgers Graduate School of Education. Dr. Kuhn is coauthor or coeditor of two previous books, Fluency in the Classroom and The Hows and Whys of Fluency Instruction, along with numerous articles and chapters. Her research interests include literacy instruction for striving readers, comprehension development, vocabulary instruction, and text complexity. Lorell Levy, EdD, is a learning disabilities teacher/consultant in the West Windsor-Plainsboro (New Jersey) School District and Adjunct Professor at Rutgers University, where she teaches courses on literacy education. Dr. Levy has presented at both national and regional conferences on topics of literacy education and special education. She is on the board of directors of several nonprofit organizations and has spent time training parents, teachers, and health care professionals in Ghana on how to work with children on the autism spectrum.

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