Closing Thoughts Effective teachers of reading recognize that fluency varies with the type and readability of the text. These teachers strive to provide their students with a wide range of reading experiences with books representing a variety of genres and writing styles. A large and varied classroom library supports students’ interaction with diverse books.
References
Allington, R. (2012). What Really Matters for Struggling Readers. New York: Pearson. Armbruster, B. B., Lehr, F., and Osborn, J. M. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington, DC: The National Institute for Literacy. Laminack, L. (2014). “Finding the Magic of Reading.” In L. Bridges (Ed.), Open a World of Possible: Real Stories About the Joy and Power of Reading. New York: Scholastic. McGill-Franzen, A. and Botzakis, S. (2009). “Series Books, Graphic Novels, Comics and Magazines: Unauthorized Texts, Authorized Literacy Practices.” In E. H. Hiebert (Ed.), Reading More, Reading Better . New York: Guilford. Newkirk, T. (2011). The Art of Slow Reading. Portsmouth, NH: Heinemann.
Pressley, G. M., Duke, N. K., and Hilden, K. (2004). “Reading Comprehension Difficulties.” In B. Shulman, K. Apel, B. Ehren, E. R. Silliman, and C. A. Stone (Eds.), Handbook of Language and Literacy Development and Disorders. New York: Guilford Press. Rasinski, T., and Cheesman Smith (2018). The Megabook of Fluency: Strategies and Texts to Engage All Readers. New York: Scholastic. Rasinski, T. (2014). “Fluent Reading: The power of Rhythm and Music.” In L. Bridges (Ed.), Open a World of Possible: Real Stories About the Joy and Power of Reading. New York: Scholastic. Rasinski, T. (2010). The Fluent Reader: Oral and Silent Reading Strategies for Building Fluency, Word Recognition and Comprehension. New York: Scholastic. Rasinski, T. (2004). “Creating Fluent Readers.” Educational Leadership . Vol. 61(6).
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