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Other titles in the Solving Problems in the Teaching of Literacy series:
Fluency in the Classroom (Solving Problems in the Teaching of Literacy)
Synopses & Reviews
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.
About the Author
Melanie R. Kuhn, PhD, is Associate Professor at Rutgers, The State University of New Jersey. She began her teaching career in the Boston public schools, has worked as a literacy coordinator for an adult education program, and spent 3 years as a clinician at an international school in England. Dr. Kuhn received her EdM in Reading and Language at the Harvard Graduate School of Education, her MPhil in the Psychological Investigation of Intellectual Development at Cambridge University, and her PhD in Reading Education from the University of Georgia. She has authored several articles and chapters, including Fluency: A Review of Developmental and Remedial Practices” with Steven A. Stahl, and currently teaches courses on assessing and correcting reading difficulties. Her research interests also include literacy instruction for struggling readers, comprehension development, and vocabulary instruction.
Paula J. Schwanenflugel, PhD, is Professor of Educational Psychology, Psychology, Linguistics, and Cognitive Science at the University of Georgia, where she teaches courses on child development, cognition, and psycholinguistics as applied to education. She has recently been engaged in grant research on reading fluency, preliteracy skills, vocabulary, and classroom practices related to these topics. Dr. Schwanenflugel served as principal investigator of an Interagency Educational Research Initiative grant to develop theory and classroom practices for reading fluency, funded through the National Institute of Child Health and Human Development and the National Science Foundation.
Table of Contents
1. Becoming a Fluent Reader: From Theory to Practice, Paula J. Schwanenflugel and Hilary P. Ruston
2. Fluency-Oriented Reading: Two Whole-Class Approaches, Melanie R. Kuhn and Deborah G. Woo
3. Classroom Practices for Supporting Fluency Development, Elizabeth B. Meisinger and Barbara A. Bradley
4. Creating Opportunities for Comprehension within Fluency-Oriented Reading, Katherine A. Dougherty Stahl
5. Motivating the Development of Reading Fluency, Matthew Quirk
6. Fluency and Struggling Readers: Using the PHAST and RAVE-O Programs, Eileen A. Cohen, Rose A. Sevcik, Maryanne Wolf, Maureen W. Lovett, and Robin D. Morris
7. The Family and Fluency: Developing the HomeSchool Connection, Lesley Mandel Morrow
8. Assessing Reading Fluency, Justin Miller and Carolyn A. Groff 9. The Word Zone Fluency Curriculum: An Alternative Approach, Elfrieda H. Hiebert
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