Foreword by: Patricia M. Cunningham
Publication Date: November 27, 2015
Reading fluency has been identified in the Common Core State Standards as a foundational competency for reading proficiency. This resource provides teachers with approaches to fluency instruction that are effective, engaging, and easy to implement. The authors begin with a comprehensive definition of reading fluency, a discussion of why fluency has fallen out of favor in recent years, and evidence of its importance to literacy instruction. They follow up with authentic approaches to reading fluency that teachers and literacy interventionists can immediately use to improve students’ overall proficiency in reading. A unique feature of the book is the participation sections “What Do You Think?” and “What We Think,” which challenge the reader to engage in issues related to fluency—from concept, to assessment, to instruction—and then compare their views to those of the authors. This important new book updates and adds to Timothy Rasinski’s classic text, The Fluent Reader.
Timothy Rasinski is a professor of literacy education at Kent State University. James K. Nageldinger is an assistant professor of literacy at Elmira College, Elmira, New York.
"How delighted I was to find . . . wonderfully doable assessments and classroom activities that would truly teach children to read fluently and develop expressive reading as the bridge between word identification and comprehension."
—From the Foreword by Patricia M. Cunningham, Wake Forest University