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From Phonics to Fluency

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Table of Contents

PREFACE FOREWORD CHAPTER 1. Word Study and Fluency In Conclusion References CHAPTER 2. Basic Concepts and Terminology In Conclusion References CHAPTER 3. Assessing Word Recognition and Reading Fluency Initial Assessment Measuring Continuous Progress and Making Initial Diagnoses Diagnostic Assessment In Conclusion References CHAPTER 4. Instructional Routines for Word Study and Fluency Planning a Word-Learning Curriculum Principles for Routines Types of Routines When Readers Struggle In Conclusion References CHAPTER 5. Using Authentic Texts to Learn New Words and Develop Fluency What Is Easy to Read? Types of Authentic Text Using Authentic Text Just Good Books Texts and Phonics Dictated Texts Texts and Reading Fluency In Conclusion References Children's Literature Cited CHAPTER 6. Teaching Phonemic Awareness Assessing Phonemic Awareness Teaching and Nurturing Phonemic Awareness through Text Play and Writing Teaching and Nurturing Phonemic Awareness through More Focused Activities In Conclusion References CHAPTER 7. Onsets, Rimes, and Basic Phonic Patterns Beginning Letter-Sound (Onsets) Relationships Moving on to Patterns (Rimes) Beyond Initial Letters In Conclusion References CHAPTER 8. Teaching Advanced Word Patterns Teaching Affixes Teaching Derivational Patterns Be Creative with Word Study In Conclusion Appendix: Essential Words and Derivations for Upper Elementary and Middle Grades References CHAPTER 9. Word Walls What Is a Word Wall? Sources of Words Using Word Walls In Conclusion References Children's Literature Cited CHAPTER 10. Building Words Making and Writing Words Making and Writing Words Using Letter Patterns In Conclusion References CHAPTER 11. Word Banks and Word Sorts What Is a Word Bank? Using Word Banks In Conclusion References CHAPTER 12. Contextual Word Recognition What Is Context? Why Is Context Important? Talking about Context Cloze and Maze Activities Helping Readers See Their Options In Conclusion References Children's Literature Cited CHAPTER 13. Student-Created Texts and Word Learning What Is LEA? LEA: The Basics Obtaining Dictations LEA and Individual Students Using LEA Texts for Extended Reading and Word Exploration Copy Change In Conclusion References Children's Literature Cited CHAPTER 14. Word Games Wordo Word War Pick Up Sticks Match (Concentration) Go Fish Make Words with Cubes Word Maker Cups Scattergories Sentencing Other Games In Conclusion References CHAPTER 15. Spelling and Word Learning Learning about Written Language through Spelling Approximations Discovering What Children Know about Sounds through Spelling Supporting Young Writers Parents and the Spelling Program In Conclusion References CHAPTER 16. Beyond Word Study: Reading Fluency What Is Fluency? Why Is Fluency Important? Helping Students Become Fluent Readers Focus on Phrases and Phrase Boundaries Choose Texts Carefully Synergistic Instruction-The Fluency Development Lesson In Conclusion References CHAPTER 17. Teaching Phonics and Fluency: Making Critical Choices for Authentic and Effective Instruction Our Orientation for This Book The Sad Reality Fluency Too Choose Wisely In Conclusion References CHAPTER 18. Involving Parents in Word Study and Reading Fluency Instruction Advising Parents Literacy at Home Reading to Children Writing at Home Captioned Television More Home Activities for Improving Word Recognition Family Workshops Systematic Routines In Conclusion References APPENDIX A: Common Rimes (Phonograms or Word Families) APPENDIX B: Fry Instant Word List APPENDIX C: Prefixes APPENDIX D: Suffixes APPENDIX E: Greek and Latin Word Patterns APPENDIX F: Websites for Word Study NAME INDEX SUBJECT INDEX

About the Author

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.


Full of practical advice and even the newest teacher will be able to implement a thoughtful, sensible, and engaging reading program. This text represents the BEST of advice for beginning reading instruction. I wholeheartedly believe that From Phonics to Fluency should be required reading for EVERY reading teacher from kindergarten to 5th grade. This text is easy to read, chock-full of brilliant advice, and eminently doable for every teacher. - Judy Mazur, 5th Grade Teacher, Buena Vista Elementary School, Walnut Creek, CA Dr. Rasinski and Dr. Padak know the hearts and minds of today's classroom teachers because they do something few reading researchers do-they still work with children. - Tracy Hendrix, Academic Coach, Carnesville Elementary School, Carnesville, GA

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