1. Introduction: Fluency at the Core of Effective Literacy
Instruction, Timothy Rasinski and Nancy Padak
I. Modeling Fluency for Students
2. Modeling Fluent Reading through Read-Alouds, Denise N.
Morgan
3. Increasing Students’ Metafluency Awareness: An Integral Part of
Teaching Fluency, D. Ray Reutzel
II. Assisted Reading Strategies
4. Whole-Class Choral Reading, David Paige
5. Paired Reading, Timothy Rasinski and Nancy Padak
6. Audio-Assisted Reading, Kristine E. Pytash and Kaybeth
Calabria
III. Phrasing Strategies
7. Fluency through Phrasing: High-Frequency Words, Maryann Mraz and
Melissa Sykes
8. Teaching Phrasing through the Phrased Text Lesson, James
Nageldinger
IV. Deep and Wide Reading Practice
9. Repeated Readings through Readers Theatre, Chase J. Young
10. Podcasting Approaches to Fluency Instruction, Sheri Vasinda and
Julie McLeod
11. Writing Readers Theatre Scripts, Kristie Miner
12. Authentic Repeated Reading through Poetry and Song, Lori
Wilfong
13. Invoking Walter Cronkite: Radio Reading and the Fluent Reader,
Allison L. Baer
14. Increasing Reading Volume: The Million-Minute Reading
Challenge, Timothy Rasinski and Nancy Padak
V. Integrated Fluency Models for Beginning and Struggling
Students
15. Implementing the Fluency Development Lesson: An Intervention
Model for Struggling Readers, Belinda S. Zimmerman
16. Boosting Fluency of English Language Learners with Music and
Poetry Performance Activities, Kristin Lems
17. Getting Children Off to a Fast Start in Reading, Terry
Kindervater
18. Fluency-Oriented Reading Instruction, Melanie R. Kuhn, Paula J.
Schwanenflugel, Katherine A. Dougherty Stahl, Elizabeth B.
Meisinger, and Carolyn Groff
VI. Other Fluency Issues
19. Five-Minute Fluency Active-ities, Brenda Rosler
20. Word Study: The Foundation for Fluency, Timothy Rasinski and
Nancy Padak
21. Assessing the Fluency of Automaticity, Theresa Duncko
22. Assessing Prosody, Nancy Padak and Timothy Rasinski
23. Conclusion: Creating a Time for Fluency in Your Reading
Program, Nancy Padak and Timothy Rasinski
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.
Nancy Padak, EdD, is Distinguished Professor Emerita of Education
at Kent State University, where she directed the Reading and
Writing Center and taught in the area of literacy education.
Formerly she was the Principal Investigator for the Ohio Literacy
Resource Center and has also been a classroom teacher and district
administrator. An active researcher, author, and consultant, Dr.
Padak is a past president of the College Reading Association and
former editor of The Reading Teacher and the Journal of Literacy
Research.
This book is chock-full of practical ideas for making fluency a fun
and enjoyable part of your daily routine--for example, podcasting,
activities that incorporate songs and poems, and 5-minute movement
activities that let students 'get the wiggles out' while practicing
fluent reading. All the chapters include classroom examples and
ways to fit fluency into the day with little additional planning.
Read this book and you will never go back to the kinds of fluency
lessons that dampen everyone's enthusiasm for reading.--Patricia M.
Cunningham, PhD, Department of Education, Wake Forest University
Classroom teachers will welcome this volume. Chapters explore
research-based practices that improve reading fluency and
comprehension, complete with definitions, clear directions,
implementation guidance, and classroom examples. The approaches
provided can be used in varied contexts--with small groups or the
whole class, with English language learners, in intervention
settings, and with parents as educational partners. This text would
be of benefit in undergraduate as well as graduate reading
education classes.--Diane DeFord, PhD, Swearingen Literacy Chair,
University of South Carolina
This book is a 'must have' for teachers and future teachers who are
concerned about helping all students become fluent readers and
excellent comprehenders. The editors make a compelling case that
fluency instruction must include more than just attention to
accuracy and rate; it also needs to focus on prosody, or expressive
reading. The book is packed with effective strategies that build
fluency and reading comprehension. Written by researchers and
practitioners, this book is perfect for reading methods courses and
clinical courses as well as the professional book collection of
every school.--Laurie Elish-Piper, PhD, Presidential Teaching
Professor and Literacy Clinic Director, Northern Illinois
University A wonderful book on reading fluency: insightful,
sensitive, comprehensive, well researched, clearly written, and
practical. I have no doubt this book will help teachers, learning
consultants, reading specialists, and school psychologists avoid
the many misunderstandings about reading fluency, better understand
its components, and improve students' skills. Especially helpful
are the well-developed examples of how to use an abundance of
highly motivating methods of instruction. In my work with
struggling readers, I will use this book repeatedly.--Howard
Margolis, EdD, Professor Emeritus of Reading Disabilities and
Special Education, City University of New York
-
This book is chock-full of practical ideas for making fluency a fun
and enjoyable part of your daily routine--for example, podcasting,
activities that incorporate songs and poems, and 5-minute movement
activities that let students 'get the wiggles out' while practicing
fluent reading. All the chapters include classroom examples and
ways to fit fluency into the day with little additional planning.
Read this book and you will never go back to the kinds of fluency
lessons that dampen everyone's enthusiasm for reading.--Patricia M.
Cunningham, PhD, Department of Education, Wake Forest University Â
Classroom teachers will welcome this volume. Chapters explore
research-based practices that improve reading fluency and
comprehension, complete with definitions, clear directions,
implementation guidance, and classroom examples. The approaches
provided can be used in varied contexts--with small groups or the
whole class, with English language learners, in intervention
settings, and with parents as educational partners. This text would
be of benefit in undergraduate as well as graduate reading
education classes.--Diane DeFord, PhD, Swearingen Literacy Chair,
University of South Carolina
This book is a 'must have' for teachers and future teachers who are
concerned about helping all students become fluent readers and
excellent comprehenders. The editors make a compelling case that
fluency instruction must include more than just attention to
accuracy and rate; it also needs to focus on prosody, or expressive
reading. The book is packed with effective strategies that build
fluency and reading comprehension. Written by researchers and
practitioners, this book is perfect for reading methods courses and
clinical courses as well as the professional book collection of
every school.--Laurie Elish-Piper, PhD, Presidential Teaching
Professor and Literacy Clinic Director, Northern Illinois
University  A wonderful book on reading fluency: insightful,
sensitive, comprehensive, well researched, clearly written, and
practical. I have no doubt this book will help teachers, learning
consultants, reading specialists, and school psychologists avoid
the many misunderstandings about reading fluency, better understand
its components, and improve students' skills. Especially helpful
are the well-developed examples of how to use an abundance of
highly motivating methods of instruction. In my work with
struggling readers, I will use this book repeatedly.--Howard
Margolis, EdD, Professor Emeritus of Reading Disabilities and
Special Education, City University of New York
 -
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