Aspiring and veteran teachers alike get a practical, workable, fresh approach to word study that students find authentic, engaging, and enjoyable—from two of today’s most respected literacy educators.
Tim Rasinski and Nancy Padak present a unique approach to word recognition instruction that focuses on two key issues: engaging and authentic word study, and effective fluency instruction. In this best-selling guide the authors provide methods, strategies, and activities for teaching decoding and reading fluency that fit easily and effectively into any classroom situation. They debunk the common beliefs about teaching phonics, particularly the claim that the field is deeply divided in the fundamental view of teaching reading. Citing the renewed emphasis on “decoding” in the last decade, From Phonics to Fluency teaches both aspiring and veteran educators how and why to use phonogram poems to teach phonics. Vignettes and scenarios from real classrooms provide illustrative examples of the concepts, and fascinating cases spark and keep readers’ interest.
The practical, workable, engaging approaches to word study that the authors share are based on solid literacy theory, reading research, and actual classroom practices. In this edition, icons spotlight technology and research-based strategies that help lead teachers to many helpful resources.
With this book as a guide, teachers help put students on their way to improved word recognition, more fluent reading, and better reading comprehension—all in a manner that nurtures students’ lifelong fascination with words and reading.
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Table of Contents:
- CHAPTER 1. Word Study and Fluency
- CHAPTER 2. Basic Concepts and Terminology
- CHAPTER 3. Assessing Word Recognition and Reading Fluency
- CHAPTER 4. Instructional Routines for Word Study and Fluency
- CHAPTER 5. Using Authentic Texts to Learn New Words and Develop Fluency
- CHAPTER 6. Teaching Phonemic Awareness
- CHAPTER 7. Onsets, Rimes, and Basic Phonic Patterns
- CHAPTER 8. Teaching Advanced Word Patterns
- CHAPTER 9. Word Walls
- CHAPTER 10. Building Words
- CHAPTER 11. Word Banks and Word Sorts
- CHAPTER 12. Contextual Word Recognition
- CHAPTER 13. Student-Created Texts and Word Learning
- CHAPTER 14. Word Games
- CHAPTER 15. Spelling and Word Learning
- CHAPTER 16. Beyond Word Study: Reading Fluency
- CHAPTER 17. Teaching Phonics and Fluency: Making Critical Choices for Authentic and Effective Instruction
- CHAPTER 18. Involving Parents in Word Study and Reading Fluency Instruction
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.
