Fluency in the Classroom

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Description

This timely book offers two distinct approaches to oral reading instruction that can easily be incorporated into primary-grade literacy curricula. It enables teachers to go beyond the conventional ""round-robin"" approach by providing strong instructional support and using challenging texts. Grounded in research and classroom experience, the book explains what works and why in helping students build comprehension along with word recognition and the expressive elements of oral reading. Specific lesson plan ideas, helpful vignettes and examples, and reproducibles make this an indispensable classroom resource. Included are chapters on fluency's role in learning to read, motivation, the home-school connection, fluency assessment, and strategies for struggling readers.
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Product details

  • Hardback | 183 pages
  • 159 x 235 x 19.56mm | 400g
  • New York, United States
  • English
  • 1593855745
  • 9781593855741

Table of contents

Schwanenflugel, Ruston, Becoming a Fluent Reader: From Theory to Practice. Kuhn, Woo, Fluency-Oriented Reading: Two Whole-Class Approaches. Meisinger, Bradley, Classroom Practices for Supporting Fluency Development. Stahl, Creating Opportunities for Comprehension within Fluency-Oriented Reading. Quirk, Motivating the Development of Reading Fluency. Cohen, Sevcik, Wolf, Lovett, Morris, Fluency and Struggling Readers: Using the PHAST and RAVE-O Programs. Morrow, The Family and Fluency: Developing the Home - School Connection. Miller, Groff, Assessing Reading Fluency. Hiebert, The Word Zone Fluency Curriculum: An Alternative Approach.
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Review quote

'This book distills the findings of five years of programmatic research on developing fluency. Easy to read, with lots of classroom examples, Fluency in the Classroom gives a key component in the reading curriculum the attention it deserves. It's exactly what primary grade teachers need to help their students become fluent readers.' - Mariam Jean Dreher, PhD, University of Maryland, College Park, USA





'A valuable resource for language arts teachers, reading specialists, administrators, and teacher educators. Grounded in practical pedagogical concerns, each chapter offers a different lens for considering how fluency fits into the literacy paradigm. Top scholars cover topics ranging from models of assessment to strategies for supporting fluency in the elementary classroom, as well as offering focused discussions of particular programs. The timeliness of the topics and the clarity of the professional conversations will inform practice and motivate dialogue about the critical role fluency plays in literacy development.' - Heather Kenyon Casey, PhD, Rider University, USA


'Reading fluency is perhaps the least understood and most neglected aspect of proficient reading. Too often, teachers have a narrow view of fluency and a limited repertoire of strategies to develop it. This book addresses this complex subject in a way that makes it understandable for the novice teacher, yet even veteran teachers will find these pages packed with valuable information and new insights. The strategies presented are practical for classroom application and are founded on a strong research base. This book should be required reading in any program preparing teachers to teach reading.' - Holly B. Lane, PhD, College of Education, University of Florida, USA



'This volume represents the collective efforts of scholars charged with the task of investigating the complex skill we call reading fluency. Disseminating important research in this area, the volume very coherently walks the reader through the multiple aspects of fluent reading, with significant attention to the implications for classroom practice and home literacy. It provides in-depth insight into the multifaceted nature of fluency, and advances our understanding of supporting learners who are experiencing reading difficulties. This book will be useful for researchers and practitioners alike who are guided by the goal of ensuring all learners are successful, strong readers.' - Nonie K. Lesaux, PhD, Marie and Max Kargman Assistant Professor in Human Development and Urban Education Advancement, Harvard Graduate School of Education, USA
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About Melanie R. Kuhn

Edited by Melanie R. Kuhn, PhD, Department of Learning and Teaching, Graduate School of Education, Rutgers, The State University of New Jersey, USA and Paula J. Schwanenflugel, PhD, Department of Educational Psychology and Instructional Technology, University of Georgia, USA
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