Timothy Rasinski & Camille Blachowicz 
Fluency Instruction [EPUB ebook] 
Research-Based Best Practices

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

Timothy Rasinski, Ph D, 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 T
he 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.

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.