ERIC Number: ED489464
Record Type: Non-Journal
Publication Date: 2006-Jan
Reference Count: 0
Fluency Instruction. Research-Based Best Practices
Rasinski, Timothy Ed.; Blachowicz, Camille Ed.; Lems, Kristin Ed.
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 authors, who include the field's leading authorities, review 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 in-service teachers. Contents includes: Introduction (Timothy Rasinski, Camille Blachowicz, and Kristin Lems); Part I, Fluency Theory, Fluency Research includes the following chapters: (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); Part II, Best Programs, Best Practices, contains the following chapters: (7) The Fluency Assessment System: Improving Oral Reading Fluency with Technology (Susan Johnston); (8) "Everybody Reads": Fluency as a Focus for Staff Development ( Camille 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). Part III, Special Populations, Special Issues; continues with these chapters: (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. Appended is: (1) Multidimensional Fluency Scale.
Descriptors: Program Effectiveness, English (Second Language), Theater Arts, Silent Reading, Reading Programs, Literacy Education, Reading Fluency, Teaching Methods, Oral Reading, Reading Comprehension, Reading Research
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Publication Type: Books; Collected Works - General; Guides - General
Education Level: Higher Education
Authoring Institution: N/A
Identifiers: Reading; England (Reading)