Fluency Instruction: Research-Based Best Practices

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9781593852535: Fluency Instruction: Research-Based Best Practices
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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 inservice teachers.

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About the Author:

Timothy Rasinski, PhD, is Professor of Literacy Education at Kent State University. He also helps direct Kent State’s Reading Clinic, which recently won the Ohio’s Best Award for its effectiveness and innovations in working with students who struggle with reading. Dr. Rasinski has written over 150 articles and has authored, coauthored, or edited 15 books on reading education. His scholarly interests include reading fluency and word study and reading in the elementary and middle grades. Dr. Rasinski’s research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. He recently served a 3-year term on the Board of Directors of the International Reading Association and currently serves as coeditor of the Journal of Literacy Research.

Camille Blachowicz, PhD, is Professor of Education at National-Louis University, where she also directs the Reading Specialist Program and the Reading Center. She is the author of several books and numerous chapters, monographs, and articles on vocabulary and comprehension instruction and on working with at-risk readers. Dr. Blachowicz was a Fulbright Fellow in Italy and is active in professional organizations and staff development nationally and internationally.

Kristin Lems, EdD, is Program Coordinator and Associate Professor in the English as a Second Language/Bilingual Education Program in the Department of Curriculum and Instruction at National-Louis University. Previously, she taught in an intensive postsecondary English as a Second Language program. Dr. Lems was a Fulbright Scholar in Algeria for 2 years, and has authored a book on Teaching English as a Foreign Language methodology for the Peace Corps.

Review:

"I especially liked the focus on helping children become metacognitive about their own fluency, the use of curriculum-based measures to assess fluency, and the role fluency plays in supporting higher levels of comprehension and critical reading. The blend of theory and practice and the personal style of each of the authors make this book one that would be useful for graduate courses on teaching and learning reading, as well as for teacher study groups."--Sara Ann Beach, PhD, College of Education, University of Oklahoma

"The perfect balance of theory, research, and practical application. By providing multiple perspectives on fluency, the book enables readers to develop their thinking and make informed decisions about assessment and instruction that will best meet the needs of their students. This book will be a valuable resource for preservice and practicing teachers who are interested in improving students’ reading fluency."--Julie K. Kidd, EdD, Graduate School of Education, George Mason University

"What a wonderful resource! Fluency has received a great deal of attention since its inclusion in the National Reading Panel's report in 2000, yet there has been little consensus on what fluency means for researchers, reading educators, and classroom teachers. This book makes an important contribution to the field, as it brings fluency research and practice together in an accessible format that will be useful for informing fluency research, fostering more informed fluency education for undergraduate and graduate students, and promoting research-based practice of fluency instruction."--Kelly B. Cartwright, PhD, Department of Psychology, Christopher Newport University

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