Reading Fluency by Timothy Rasinski

Reading Fluency by Timothy Rasinski

Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students' reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction.

I was four when I memorized and recited on stage the Gettysburg Address, six when I began writing poems, eight and nine when I lived on a farm. What an author writes comes from the experiences of a lifetime. The Missouri boy who filled his room with snake skins, insects, turtle shells, fossils, and books grew up to be a public speaker, a scientist, and an author of stories and poems, often about nature. I liked school so school shows up in my books, too, particularly the humorous ones such as Somebody Catch My Homework. My education and background in science prepared me to research and write my own series of Earth science books called Earthworks.

Making up poems in first grade set me on a path that eventually led to Bernice Cullinan at New York University with whom I wrote a Teaching Strategies book called Easy Poetry Lessons That Dazzle And Delight. This book is meant for those who want to teach poetry in elementary school but need help getting started. I wrote a follow-up book with third grade teacher Kathy Holderith of Littleton, Colorado about using poetry as a teaching tool. That one is called Using the Power of Poetry to Teach Language Arts, Social Studies, Math, and More.

I believe that writing, like reading, should begin as a fun activity. Thats why I wrote Writing Stories to help students improve their writing skills. In it I offer students twenty-five secrets to help them write better fiction. Acting as their personal guide, I share my own discoveries about creating ideas, getting started, making time to write, and all the tricks of putting the elements of a story together. Childrens authors have a unique opportunity to share what weve learned about writing with teachers and students. In Writing Stories, I show students the value of revising and rewriting and dedicate one entire chapter to the art of ending a story well.

After more than sixty published books of poetry, fiction, and nonfiction, I have lots of stories to tell kids about where my ideas come from and how they turn into books. Some of my poems have been set to music so during school presentations Ive been known to break into song. When Im not traveling to conferences or schools, I write seven hours a day six days a week.

My four best sellers together have sold more than four million copies. My books have won the Christopher Medal, Kids Choice picks, Bank Street Book of the Year selection, Kentucky Blue Grass nomination, Best Book for Young Adults nomination, and Michigan Reading Association Readers Choice list. One of my poems -- My Book -- is sandblasted into the sidewalk in Phoenix at the Central Librarys Childrens Garden. It was selected because it catches the excitement of reading. Im proud of that. Not many can claim to published in concrete.

David Harrison currently lives in Springfield, Missouri.

Dr. Timothy V. Rasinski is a professor of education in the Department of Teaching, Leadership, and Curriculum Studies. Dr. Rasinski teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. A past editor of The Reading Teacher, the most widely read journal in reading education in the world, Dr. Rasinski is currently an editor for the Journal of Literacy Research. Rasinski has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association.

Fresch previously taught third grade and adult literacy. She also taught children's literature and literacy courses in teacher education programs in Ohio, Nebraska, and Melbourne, Australia.

Mary Jo received her Ph.D. from The Ohio State University where she is currently an Associate Professor in Teacher Education in the School of Teaching and Learning.