ERIC Number: ED491862
Record Type: Non-Journal
Publication Date: 2006
What Research Has to Say about Fluency Instruction
Samuels, S. Jay, Ed.; Farstrup, Alan E., Ed.
International Reading Association (NJ3)
The editors of "What Research Has to Say about Reading Instruction" present the most recent research on fluency and show how it can be put into practice. A resource for classroom teachers and teacher educators alike, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency such as: (1) history and definitions; (2) instruction and development; (3) measurement and assessment; and (4) issues for struggling readers, English-language learners, and students with dyslexia. Discussion questions encourage further thinking and reflection for individual and group study. Following an introduction, Reading Fluency Instruction: Will It Be a Passing Fad or a Permanent Fixture? (S. Jay Samuels and Alan E. Farstrup), this book is divided into 10 chapters: (1) A Brief History of Reading Fluency (Timothy V. Rasinski); (2) Toward a Model of Reading Fluency (S. Jay Samuels); (3) Instruction and Development of Reading Fluency in Struggling Readers (Michael Pressley, Irene W. Gaskins, and Lauren Fingeret); (4) Fluency: A Developmental and Language Perspective (John J. Pikulski); (5) Fluency: Still Waiting After All These Years (Richard L. Allington); (6) Building Reading Fluency: Cognitive, Behavioral, and Socioemotional Factors and the Role of Peer-Mediated Learning (Keith J. Topping); (7) Reading Fluency: Critical Issues for Struggling Readers (Joseph K. Torgesen and Roxanne F. Hudson); (8) Perspectives on Fluency: English-Language Learners and Students with Dyslexia (Theresa J. Palumbo and Jennifer R. Willcutt); (9) Curriculum-Based Measurement of Oral Reading: An Indicator of Growth in Fluency (Stanley L. Deno and Douglas Marston); and (10) Becoming Fluent: Repeated Reading with Scaffolded Texts (Elfrieda H. Hiebert). This book concludes with an author index; and a subject index.
Descriptors: Teacher Educators, Dyslexia, Reading Difficulties, Reading Instruction, Reading Fluency, English (Second Language), Teaching Methods, Models, Peer Teaching, Developmental Stages, Oral Reading, Social Influences, Cognitive Ability, Student Behavior
International Reading Association. 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: email@example.com; Web site: http://www.reading.org/publications/index.html.
Publication Type: Books; Collected Works - General; Guides - General
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: International Reading Association, Newark, DE.
Grant or Contract Numbers: N/A