From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School, 3rd edition
Published by Pearson (September 24, 2012) © 2013
- Timothy Rasinski Kent State University, Emeritus
- Nancy D. Padak
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Pre- and in-service teachers get practical, workable, engaging approaches to word study based on solid literacy theory, reading research, and actual classroom practices.
Readers see the concepts and methods in action through the book’s wealth of vignettes and real-life classroom examples.
Developing word recognition teaching portfolios is made easier through the explicit teaching strategies provided.
Readers are up to speed on the National Reading Panel Report (2000), the requirements of No Child Left Behind, and Response to Intervention.
The new Third Edition of this widely popular resource features increased attention to Response to Intervention, increased attention to the needs of English Language Learners, and improved coverage of student interest and motivation addressed through the book’s use of multiple genres to support instruction in phonics and fluency.
NEW! Readers get a solid introductory framework for understanding the rest of the book through a complete revision of the book’s organization. For example, the assessment chapter is now one of the first chapters, and the chapter about instructional routines is near the beginning of the book. These changes help frame readers’ learning about phonics and fluency instruction.
NEW! Teachers are able to think about differentiation for decoding and fluency through the increased attention to Response to Intervention included in the overviews in the curriculum and assessment chapters.
NEW! Teachers have access to the very best, most current research, summarized in teacher-friendly language, throughout the text.
NEW! Easy access to supplementary material is available through the inclusion of many new web sites.
NEW! Support for all students’ growth is provided through this edition’s increased attention to the needs of English Language Learners and the research-based practices needed to meet these students’ needs.
NEW! Students’ interest and motivation is addressed and improved through the book’s use of multiple genres to support instruction in phonics and fluency. This is especially relevant in the word pattern chapters.
PREFACEÂ Â
FOREWORDÂ Â
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CHAPTER 1. Word Study and Fluency Â
In Conclusion Â
References Â
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CHAPTER 2. Basic Concepts and Terminology Â
In Conclusion Â
References Â
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CHAPTER 3. Assessing Word Recognition and Reading Fluency Â
Initial Assessment Â
Measuring Continuous Progress and Making Initial Diagnoses Â
Diagnostic Assessment Â
In Conclusion Â
References Â
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CHAPTER 4. Instructional Routines for Word Study and Fluency Â
Planning a Word-Learning Curriculum Â
Principles for Routines Â
Types of Routines Â
When Readers Struggle Â
In Conclusion Â
References Â
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CHAPTER 5. Using Authentic Texts to Learn New Words and Develop Fluency Â
What Is Easy to Read? Â
Types of Authentic Text Â
Using Authentic Text Â
Just Good BooksÂ
Texts and PhonicsÂ
Dictated Texts Â
Texts and Reading Fluency Â
In Conclusion Â
References Â
Children’s Literature Cited Â
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CHAPTER 6. Teaching Phonemic Awareness Â
Assessing Phonemic Awareness Â
Teaching and Nurturing Phonemic Awareness through Text Play and Writing Â
Teaching and Nurturing Phonemic Awareness through More Focused Activities Â
In Conclusion Â
References Â
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CHAPTER 7. Onsets, Rimes, and Basic Phonic PatternsÂ
Beginning Letter-Sound (Onsets) Relationships Â
Moving on to Patterns (Rimes) Beyond Initial LettersÂ
In Conclusion Â
References Â
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CHAPTER 8. Teaching Advanced Word Patterns Â
Teaching Affixes Â
Teaching Derivational Patterns Â
Be Creative with Word Study Â
In Conclusion Â
Appendix: Essential Words and Derivations for Upper Elementary and Middle Grades Â
References Â
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CHAPTER 9. Word Walls Â
What Is a Word Wall? Â
Sources of Words Â
Using Word Walls Â
In Conclusion Â
References Â
Children’s Literature Cited Â
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CHAPTER 10. Building Words Â
Making and Writing Words Â
Making and Writing Words Using Letter Patterns Â
In Conclusion Â
References Â
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CHAPTER 11. Word Banks and Word Sorts
What Is a Word Bank? Â
Using Word Banks Â
In Conclusion Â
References Â
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CHAPTER 12. Contextual Word Recognition
What Is Context? Â
Why Is Context Important? Â
Talking about Context Â
Cloze and Maze Activities Â
Helping Readers See Their Options Â
In Conclusion Â
References Â
Children’s Literature Cited Â
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CHAPTER 13. Student-Created Texts and Word Learning Â
What Is LEA? Â
LEA: The Basics Â
Obtaining Dictations Â
LEA and Individual Students Â
Using LEA Texts for Extended Reading and Word Exploration Â
Copy Change Â
In Conclusion Â
References Â
Children’s Literature Cited Â
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CHAPTER 14. Word Games Â
Wordo
Word War Â
Pick Up Sticks Â
Match (Concentration)Â
Go Fish Â
Make Words with Cubes Â
Word Maker Cups Â
Scattergories Â
Sentencing Â
Other Games Â
In Conclusion Â
References Â
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CHAPTER 15. Spelling and Word Learning Â
Learning about Written Language through Spelling Approximations Â
Discovering What Children Know about Sounds through Spelling Â
Supporting Young Writers Â
Parents and the Spelling Program Â
In Conclusion Â
References Â
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CHAPTER 16. Beyond Word Study: Reading Fluency Â
What Is Fluency? Â
Why Is Fluency Important? Â
Helping Students Become Fluent Readers Â
Focus on Phrases and Phrase Boundaries Â
Choose Texts Carefully Â
Synergistic Instruction—The Fluency Development Lesson Â
In Conclusion Â
References Â
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CHAPTER 17. Teaching Phonics and Fluency: Making Critical Choices for Authentic and Effective Instruction Â
Our Orientation for This Book Â
The Sad Reality Â
Fluency Too Â
Choose Wisely Â
In Conclusion Â
References
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CHAPTER 18. Involving Parents in Word Study and Reading Fluency Instruction Â
Advising Parents Â
Literacy at Home Â
Reading to Children Â
Writing at Home Â
Captioned Television Â
More Home Activities for Improving Word Recognition Â
Family Workshops Â
Systematic Routines Â
In Conclusion Â
References Â
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APPENDIX A: Common Rimes (Phonograms or Word Families)Â Â
APPENDIX B: Fry Instant Word List Â
APPENDIX C: Prefixes Â
APPENDIX D: Suffixes Â
APPENDIX E: Greek and Latin Word Patterns Â
APPENDIX F: Websites for Word Study Â
NAME INDEXÂ Â
SUBJECT INDEXÂ Â
Dr. Timothy Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He 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. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.
Nancy Padak was a Distinguished Professor of Education at Kent State University where she directed the Reading and Writing Center and taught graduate courses in literacy education. She received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and K-12 administrator in a large urban school district. She frequently works with teachers and has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher and the Journal of Literacy Research.
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