Publisher's Synopsis
What does it mean to be a fluent reader? How are reading fluency and comprehension connected? What strategies can you use to help students become more fluent? How can you measure fluency? How should data from fluency assessments be used? You'll find answers to these questions - and more - in this volume compiled by noted fluency expert Timothy Rasinski. The 16 articles, published originally in IRA's influential journal ""The Reading Teacher"", provide a clear definition of fluency, describe its importance, suggest research-based strategies for instruction to support fluency development, tackle how it should be measured, and emphasize the appropriate use of assessment data. This convenient resource highlights the best thinking of recognized leaders in the field, including Richard Allington, S. Jay Samuels, Keith Topping, and Rasinski himself. The articles are supplemented with questions for reflection, making this book ideal for personal professional development and for teacher education.
