"Fluency is an important part of comprehension, but how can teachers make sure they've providing the support that all readers need? This resource will provide fluency support for all students, including disfluent readers. Chapters are included on RTI Tiers, assessment and ways to integrate technology"--

Discover strategies for incorporating fluency instruction into your daily reading routines and easily incorporate it into instruction. This resource provides teachers with step-by-step processes for teaching fluency, a continuum of lessons that gradually release responsibility from the teacher to the student, tips for parental involvement, and ideas for community-building with other classrooms. Incorporate this research- and standards-based resource into instruction today and help students at any reading level become fluent.

"Professor Rasinski's book The Fluent Reader represents a highly desirable combination of theory and sound application. Teachers who incorporate his instructional recommendations in their teaching will find that they will be able to attain the Holy Grail of reading instruction: the development of fluent readers."---S. Jay Samuels, co-author of the fluency section of the Final Report of the National Reading Panel, Professor, The University of Minnesota "Every teacher and administrator who thinks fluency is just the score on the DIBELS should read this book. Fluency includes accuracy, rate, and expression. Reading with expression is reading with comprehension. This book shows you how to incorporate fluency instruction that enhances comprehension into your daily classroom routines."---Pat Cunningham, Professor, Wake Forest University "Please read the following with expression: Looking for the best book to guide your fluency instruction? Look no further than Rasinski's The Fluent Reader. This second edition is rich with a complete compendium of activities, guide sheets, and a DVD with models for both you and your students!"---Donald Bear, Director and Professor, E.L. Cord Foundation Center for Learning and Literacy, University of Nevada, Reno The first edition of The Fluent Reader was groundbreaking, quickly moving fluency onto the center stage of reading instruction. In this fully revised and updated second edition, Tim Rasinski presents the latest fluency research and shares effective fluency practices that are easy to integrate into a balanced reading programs.

This book has been replaced by Assessment for Reading Instruction, Fourth Edition, ISBN 978-1-4625-4157-7.

Viewing fluency as a bridge between foundational skills and open-ended learning, this book guides teachers through effective instruction and assessment of fluent reading skills in the primary grades. Fluency?s relationship to phonological awareness, phonics, and print concepts is explained, and practical methods are shared for integrating fluency instruction in a literacy curriculum grounded in the Common Core State Standards (CCSS). Classroom examples, weekly lesson plans, and extensive lists of recommended texts add to the book?s utility for teachers.

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.