From phonics to fluency : effective teaching of decoding and reading fluency in the elementary school / Timothy V. Rasinski, Nancy D. Padak.

Format:

Book

Author/Creator:

Rasinski, Timothy V.

Contributor:

Padak, Nancy.

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Word recognition.

Physical Description:

xiv, 322 pages : illustrations ; 24 cm

Edition:

Third edition.

Place of Publication:

Boston : Pearson, [2013]

Summary:

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.

This best-selling guide presents a unique approach to word recognition instruction that focuses on two key issues: engaging and authentic word study, and effective fluency instruction. 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.

Dr. Timothy Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. 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 a 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. Book jacket.

Contents:

Chapter 1 Word Study and Fluency 1

In Conclusion 10

References 11

Chapter 2 Basic Concepts and Terminology 13

In Conclusion 19

References 19

Chapter 3 Assessing Word Recognition and Reading Fluency 20

Initial Assessment 21

Phonemic Awareness 21

Letter-Name Knowledge 21

Letter-Sound Knowledge 22

Word Meanings-Vocabulary 22

Basic Print Concepts 22

Book Awareness 24

Measuring Continuous Progress and Making Initial Diagnoses 25

Word Recognition 26

Fluency 26

Comprehension 29

Diagnostic Assessment 31

Word Recognition 31

Phonograms, Word Families, and Rimes 31

Reading Fluency 34

In Conclusion 36

References 39

Chapter 4 Instructional Routines for Word Study and Fluency 41

Planning a Word-Learning Curriculum 41

Principles for Routines 43

Base Routines on What Children Need 43

Maximize Time on Task 45

Make It Engaging, Varied, and Fun 45

Make It Consistent 47

Develop Home-School Connections 47

Use a Whole-to-Part-to-Whole Model for Teaching Skills and Strategies 48

Remember the Overall Goal: Grow Readers 49

Types of Routines 50

When Readers Struggle 52

Response to Intervention-RTI 54

In Conclusion 55

References 56

Chapter 5 Using Authentic Texts to Learn New Words and Develop Fluency 58

What Is Easy to Read? 59

Types of Authentic Text 60

Pattern Books 60

Songs, Finger Plays, and Other Rhymes 64

Nursery Rhymes and Poems 65

Environmental Print 65

Using Authentic Text 66

Guessing Games 67

Word Sorts 68

Copy Change 68

Other Independent Activities 70

Just Good Books 70

Texts and Phonics 72

Dictated Texts 78

Texts and Reading Fluency 79

In Conclusion 80

References 80

Chapter 6 Teaching Phonemic Awareness 82

Assessing Phonemic Awareness 85

Teaching and Nurturing Phonemic Awareness through Text Play and Writing 87

Teaching and Nurturing Phonemic Awareness through More Focused Activities 92

Sound Matching 93

Sound Isolation 94

Sound Blending 94

Sound Substitution 94

Sound Segmentation 95

Turtle Talk 95

A Routine that Adds Meaning 96

Add a Degree of Concreteness 97

Sorting Sounds 98

In Conclusion 98

References 99

Chapter 7 Onsets, Rimes, and Basic Phonic Patterns 101

Beginning Letter-Sound (Onsets) Relationships 102

Moving on to Patterns (Rimes) beyond Initial Letters 104

Why Poetry? 116

In Conclusion 118

References 118

Children's Literature Cited 119

Chapter 8 Teaching Advanced Word Patterns 120

Teaching Affixes 121

Teaching Derivational Patterns 123

Model Lessons 124

Divide and Conquer 125

Word Spokes and Word Charts 125

Be Creative with Word Study 126

In Conclusion 127

Appendix: Essential Words and Derivations for Upper Elementary and Middle Grades 128

References 141

Chapter 9 Word Walls 142

What Is a Word Wall? 142

Sources of Words 143

Using Word Walls 145

Name Walls 145

Environmental Print Walls 146

Word Webs 147

Content Area Walls 148

Sight Word Walls 149

Story Word Walls 150

Word Walls for ELL Students 150

Writing Word Walls 151

Spelling Word Walls 152

Quick Word Wall Games 153

In Conclusion 153

References 153

Children's Literature Cited 154

Chapter 10 Building Words 155

Making and Writing Words 157

Planning for MWW 162

Making and Writing Words Using Letter Patterns 163

Word Udders 167

In Conclusion 169

References 169

Chapter 11 Word Banks and Word Sorts 170

What Is a Word Bank? 171

Using Word Banks 172

Recording Individual Reading Vocabulary 173

Serving as a Reference for Writing and Spelling 174

Serving as Examples for Group Language Study and Skills Instruction 175

Providing Reinforcement through Repeated Exposures to Words 179

Word Banks for Stories and Content Study 182

In Conclusion 183

References 183

Chapter 12 Contextual Word Recognition 185

What Is Context? 185

Why Is Context Important? 188

Talking about Context 190

Cloze and Maze Activities 191

Helping Readers See Their Options 195

In Conclusion 197

References 198

Children's Literature Cited 198

Chapter 13 Student-Created Texts and Word Learning 199

What Is LEA? 200

LEA: The Basics 202

Obtaining Dictations 203

LEA and Individual Students 208

Using LEA Texts for Extended Reading and Word Exploration 210

Copy Change 213

In Conclusion 215

References 216

Children's Literature Cited 217

Chapter 14 Word Games 218

Wordo 219

Word War 222

Pick Up Sticks 222

Match (Concentration) 223

Go Fish 223

Make Words with Cubes 224

Word Maker Cups 225

Scattergories 226

Sentencing 229

Word Sketches 231

Word Theater 232

Word-Part Rummy 232

Other Games 232

In Conclusion 234

References 234

Chapter 15 Spelling and Word Learning 235

Learning about Written Language through Spelling Approximations 237

Discovering What Children Know about Sounds through Spelling 238

Spelling and English Language Learners 240

Supporting young Writers 243

Parents and the Spelling Program 246

In Conclusion 248

References 249

Chapter 16 Beyond Word Study: Reading Fluency 250

What Is Fluency? 251

Why Is Fluency Important? 253

Helping Students Become Fluent Readers 253

Model Fluent Reading 253

Provide Fluency Assistance (Scaffolding) for Students 254

Encourage Repeated Readings 256

Focus on Phrases and Phrase Boundaries 263

Choose Texts Carefully 265

Synergistic Instruction-The Fluency Development Lesson 267

In Conclusion 269

References 270

Chapter 17 Teaching Phonics and Fluency: Making Critical Choices for Authentic and Effective Instruction 273

Our Orientation for This Book 277

The Sad Reality 278

Fluency Too 279

Choose Wisely 281

In Conclusion 284

References 284

Chapter 18 Involving Parents in Word Study and Reading Fluency Instruction 286

Advising Parents 287

Literacy at Home 288

Reading to Children 289

Writing at Home 292

Captioned Television 293

More Home Activities for Improving Word Recognition 294

Family Workshops 296

Systematic Routines 296

In Conclusion 301

References 301.

Notes:

"Comprehensive coverage of common core foundational competencies"--Cover.

Previous ed.: c2008.

Includes bibliographical references and indexes.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

9780132855228

0132855224

OCLC:

778325843

Publisher Number:

99969121429