Reviews
"Some of the Best-Known Scholars on the Subject Contributed to this Volume."--Curriculum Connections, "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 makes 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, '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 makes 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, 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, George Mason University, "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, "A comprehensive book about reading fluency that presents an overview of history, theory, instructions, programs, and assessment. This book is for teachers, school district administrators, and undergraduate and graduate students who would like to expand their knowledge of reading fluency and help struggling or beginning first language readers from kindergarten to secondary school as well as adult ESL learners....Readers will acquire a sound knowledge of reading fluency theory and practice from the theoretical ideas and concrete instructions presented in the book. I strongly recommend this book, which combines the experience and researcn of thirty-four authors, as a synergistic and insightful book for a wide audience, whose readers range trom those who simply have an interest in reading fluency to those who feel a sense of crisis at the number of nonfluent readers in their educational programs."--Reading in a Foreign Language "Some of the best-known scholars on the subject contributed to this volume."--Curriculum Connections
Table of Content
Introduction, Timothy Rasinski, Camille L. Z. Blachowicz, and Kristin Lems I. Fluency Theory, Fluency Research 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 II. Best Programs, Best Practices 7. The Fluency Assessment System: Improving Oral Reading Fluency with Technology, Susan Johnston 8. "Everybody Reads": Fluency as a Focus for Staff Development, Camille L. Z. 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 III. Special Populations, Special Issues 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 Appendix: Multidimensional Fluency Scale
