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9781462504411

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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-

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

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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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