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Author:   Timothy Rasinski (Kent State University, United States) ,  Camille Blachowicz (National Louis University, United States) ,  Kristin Lems (National Louis University, United States) ,  Richard L. Allington
Publisher:   Guilford Publications
Imprint:   Guilford Press
Edition:   2nd edition
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.90cm
Weight:   0.460kg
ISBN:  

9781462504305

ISBN 10:   1462504302
Pages:   334
Publication Date:   12 June 2012
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

"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. Reading Expressiveness: The Neglected Aspect of Reading Fluency, Paula J. Schwanenflugel and Rebekah George Benjamin 4. The Importance of Adolescent Fluency, David D. Paige 5. Reading Fluency Revisited: Much More Than Fast and Accurate Reading, Barbara J. Walker, Kouider Mokhtari, and Stephan Sargent 6. Fluency: The Link between Decoding and Comprehension for Struggling Readers, David J. Chard, John J. Pikulski, and Sarah H. McDonagh 7. ""Hey Teacher, When You Say ‘Fluency,’ What Do You Mean?"": Developing Fluency in Elementary Classrooms, D. Ray ReutzelII. Best Programs, Best Practices 8. Battling on Two Fronts: Creating Effective Oral Reading Instruction, Melanie R. Kuhn, Gwynne E. Ash, and Megan Gregory 9. ""Jonathon Is 11 but Reads LikeaStruggling 7-Year-Old"": Providing Assistance for Struggling Readers with Audio-Assisted Reading Programs, Meryl-Lynn Pluck 10. The Fluency Development Lesson: A Model of Authentic and Effective Fluency Instruction, Belinda Zimmerman and Timothy Rasinski 11. Paired Reading: Impact of a Tutoring Method on Reading Accuracy, Comprehension, and Fluency, Keith J. Topping 12. ""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 13. Hijacking Fluency and Instructionally Informative Assessments, Danielle L. Dennis, Kathryn L. Solic, and Richard L. AllingtonIII. Special Topics, Special Populations 14. Teaching Fluency (and Decoding) through Fast Start: An Early Childhood Parental Involvement Program, Timothy Rasinski, Nancy Padak, and Bruce Stevenson 15. Reading Fluency and Comprehension in English Language Learners, Kristin Lems 16. Fluency Instruction in Reading in a Second or Foreign Language, Etsuo Taguchi and Greta Gorsuch 17. Fluency Scores of English Language Learners: What Can They Tell Us?, Becky McTague, Kristin Lems, Dana Butler, and Elsa Carmona 18. Curious George and Rosetta Stone: The Role of Texts in Supporting Automaticity in Beginning Reading, Elfrieda H. Hiebert 19. Building a Focus on Oral Reading Fluency into Individual Instruction forStruggling Readers, Jerry Zutell, Randal Donelson, Jessica Bevans, and Patsy Todt"

Reviews

Fluency Instruction is one of my favorite books, and one I always keep at hand's reach. The second edition provides some wonderful additions to an already excellent work; new chapters on English language learners and adolescent learners are especially welcome. I have adopted this book as a text for our graduate-level course entitled 'Phonics to Fluency, ' and it is also a wonderful resource for our undergraduate reading methods course. The book helps teachers and teacher candidates become better prepared to meet the needs of all learners. --William Dee Nichols, PhD, Professor and Head, School of Teaching and Learning, Western Carolina University <br> With chapters from leading researchers and practitioners, this second edition addresses the latest theory, research, practices, and programs that influence fluency. It provides necessary information to help classroom teachers better understand the 'whats, ' 'whys, ' and 'how-tos' of fluency assessment and instruction. The editors dis

Fluency Instruction is one of my favorite books, and one I always keep at hand's reach. The second edition provides some wonderful additions to an already excellent work; new chapters on English language learners and adolescent learners are especially welcome. I have adopted this book as a text for our graduate-level course entitled 'Phonics to Fluency,' and it is also a wonderful resource for our undergraduate reading methods course. The book helps teachers and teacher candidates become better prepared to meet the needs of all learners.--William Dee Nichols, PhD, Professor and Head, School of Teaching and Learning, Western Carolina University With chapters from leading researchers and practitioners, this second edition addresses the latest theory, research, practices, and programs that influence fluency. It provides necessary information to help classroom teachers better understand the 'whats,' 'whys,' and 'how-tos' of fluency assessment and instruction. The editors dispel the misconception that fluency means reading fast or with expression, showing that fluency assessment and instruction must absolutely not be separated from comprehension. This excellent book is recommended for all classroom teachers and teacher educators who seek to enhance and develop the goal of reading--comprehension.--Rona F. Flippo, EdD, Department of Curriculum and Instruction, University of Massachusetts Boston The second edition has been thoroughly updated and features several new chapters. Updates reflect the changing demographics of today's classrooms and offer teachers and researchers insights into how best to teach fluency to students across grade levels with varying needs. This is one of the most comprehensive books on fluency available. It takes the reader from the history of fluency to instructional applications, including considerations for types of learners rarely discussed in previous literature.--William H. Rupley, PhD, Professor and Distinguished Research Fellow, Department of Teaching, Learning, and Culture, Texas A&M University-

Author Information

Timothy Rasinski, PhD, is Professor Emeritus of Literacy Education in the Reading and Writing Center at Kent State University, where he directed the award-winning university reading clinic for more than 20 years. Dr. Rasinski has written extensively in articles, chapters, and books on working with children who struggle in acquiring full literacy. A former editor of The Reading Teacher and the Journal of Literacy Research, he currently serves on the editorial review boards for Reading Research Quarterly, Literacy Research and Instruction, and Reading Psychology. Dr. Rasinski is a member of the International Reading Hall of Fame. Camille Blachowicz, PhD, is Research Professor at National Louis University, where she has directed the Reading Specialist Program and the Reading Center. Her research and publications focus on vocabulary and comprehension instruction and on working with at-risk readers. Dr. Blachowicz was a Fulbright Scholar in Italy and is Co-Principal Investigator of the federally funded Multiphase Comprehensive Vocabulary Instruction Project. Kristin Lems, EdD, is Professor of English as a Second Language/Bilingual Education at National Louis University, where she teaches graduate courses for practicing teachers. She has published a number of books, chapters, and articles in both the ESL and reading fields. Dr. Lems was a Fulbright Scholar in Algeria for 2 years and is an English Language Specialist with the Office of English Language Programs at the U.S. State Department.

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