Fluency Instruction

Reviews / Votes

'I especially liked the focus on helping children become metacognitive about their own fluency, the use of curriculum-based measures to assess fluency, and the role fluency plays in supporting higher levels of comprehension and critical reading. The blend of theory and practice and the personal style of each of the authors makes this book one that would be useful for graduate courses on teaching and learning reading, as well as for teacher study groups.' - Sara Ann Beach, PhD, University of Oklahoma

'The perfect balance of theory, research, and practical application. By providing multiple perspectives on fluency, the book enables readers to develop their thinking and make informed decisions about assessment and instruction that will best meet the needs of their students. This book will be a valuable resource for preservice and practicing teachers who are interested in improving students' reading fluency.' - Julie K. Kidd, EdD, George Mason University 'I especially liked the focus on helping children become metacognitive about their own fluency, the use of curriculum-based measures to assess fluency, and the role fluency plays in supporting higher levels of comprehension and critical reading. The blend of theory and practice and the personal style of each of the authors makes this book one that would be useful for graduate courses on teaching and learning reading, as well as for teacher study groups.' - Sara Ann Beach, PhD, University of Oklahoma

'The perfect balance of theory, research, and practical application. By providing multiple perspectives on fluency, the book enables readers to develop their thinking and make informed decisions about assessment and instruction that will best meet the needs of their students. This book will be a valuable resource for preservice and practicing teachers who are interested in improving students' reading fluency.' - Julie K. Kidd, EdD, George Mason University

'What a wonderful resource! Fluency has received a great deal of attention since its inclusion in the National Reading Panel's report in 2000, yet there has been little consensus on what fluency means for researchers, reading educators, and classroom teachers... [This book] brings fluency research and practice together in an accessible format that will be useful for informing fluency research, fostering more informed fluency education for undergraduate and graduate students, and promoting research-based practice of fluency instruction.' - Kelly B. Cartwright, PhD, Christopher Newport University