Timothy Rasinski & Camille Blachowicz 
Fluency Instruction 
Research-Based Best Practices

This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated with vivid examples from K–12 classrooms. The book debunks common misconceptions about fluency and clarifies its key role in comprehension. Effective practices are presented for developing fluency in specific populations, including English language learners, adolescents, and struggling readers.


 


New to This Edition


*Reflects advances in fluency research and the ongoing development of exemplary instructional approaches.


*Three new chapters on English language learners.


*Chapters on adolescent fluency, reading expressiveness, oral reading instruction, and text selection.

Tabela de Conteúdo

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. Reading Expressiveness: The Neglected Aspect of Reading Fluency,
Paula J. Schwanenflugel and
Rebekah George Benjamin


4. The Importance of Adolescent Fluency,
David D. Paige


5. Reading Fluency Revisited: Much More Than Fast and Accurate Reading,
Barbara J. Walker, Kouider Mokhtari, and
Stephan Sargent


6. Fluency: The Link between Decoding and Comprehension for Struggling Readers,
David J. Chard, John J. Pikulski, and
Sarah H. Mc Donagh


7. ‘Hey Teacher, When You Say ‘Fluency, ’ What Do You Mean?’: Developing Fluency in Elementary Classrooms,
D. Ray Reutzel


II. Best Programs, Best Practices


8. Battling on Two Fronts: Creating Effective Oral Reading Instruction,
Melanie R. Kuhn, Gwynne E. Ash, and
Megan Gregory


9. ‘Jonathon Is 11 but Reads Likea Struggling 7-Year-Old’: Providing Assistance for Struggling Readers with Audio-Assisted Reading Programs,
Meryl-Lynn Pluck


10. The Fluency Development Lesson: A Model of Authentic and Effective Fluency Instruction,
Belinda Zimmerman and
Timothy Rasinski


11. Paired Reading: Impact of a Tutoring Method on Reading Accuracy, Comprehension, and Fluency,
Keith J. Topping


12. ‘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


13. Hijacking Fluency and Instructionally Informative Assessments,
Danielle L. Dennis, Kathryn L. Solic, and
Richard L. Allington


III. Special Topics, Special Populations


14. Teaching Fluency (and Decoding) through Fast Start: An Early Childhood Parental Involvement Program,
Timothy Rasinski, Nancy Padak, and
Bruce Stevenson


15. Reading Fluency and Comprehension in English Language Learners,
Kristin Lems


16. Fluency Instruction in Reading in a Second or Foreign Language,
Etsuo Taguchi and
Greta Gorsuch


17. Fluency Scores of English Language Learners: What Can They Tell Us?,
Becky Mc Tague, Kristin Lems, Dana Butler, and
Elsa Carmona


18. Curious George and Rosetta Stone: The Role of Texts in Supporting Automaticity in Beginning Reading,
Elfrieda H. Hiebert


19. Building a Focus on Oral Reading Fluency into Individual Instruction for Struggling Readers,
Jerry Zutell, Randal Donelson, Jessica Bevans, and
Patsy Todt

Sobre o autor

Timothy Rasinski, Ph D, is Professor of Literacy Education at Kent State University. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. Dr. Rasinski has received the A. B. Herr and Laureate Awards from the College Reading Association and is an elected member of the International Reading Hall of Fame.

Camille Blachowicz, Ph D, is Research Professor at National Louis University, where she has directed the Reading Specialist Program and the Reading Center. Her research and publications focus on vocabulary and comprehension instruction and on working with at-risk readers. Dr. Blachowicz was a Fulbright Scholar in Italy and is Co-Principal Investigator of the federally funded Multiphase Comprehensive Vocabulary Instruction Project.

Kristin Lems, Ed D, is Professor of English as a Second Language/Bilingual Education at National Louis University, where she teaches graduate courses for practicing teachers. She has published a number of books, chapters, and articles in both the ESL and reading fields. Dr. Lems was a Fulbright Scholar in Algeria for 2 years and is an English Language Specialist with the Office of English Language Programs at the U.S. State Department.