Recommended Reading

These articles have been grouped roughly by category. Some of them, of course, address more than one of the categories, and these articles have been placed in more than one section. Others are simply placed in the category that is consistent with their primary focus, although they may have content related to other areas as well.

Fluency

Ehri, L. (2002). Phases of acquisition in learning to read words and      implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.)      Learning and teaching reading. London: British Journal of Educational      Psychology Monograph Series II.

Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning      to read words in English. In J. Metsala & L. Ehri (Eds.). Word recognition      in beginning reading. (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc.

Fuchs, L. Fuchs, D., & Hosp., M. (2001). Oral reading fluency as an indicator      of reading competence: A theoretical, empirical, and historical analysis.      Scientific Studies of Reading, 5(3), 239-256.

Hudson, R.F., Lane, H. B, & Pullen, P. C. (2004). Reading fluency      assessment and instruction: What, why, and how? The Reading Teacher,      August.

Kuhn, M.R. & Stahl, S.A. (2000). CIERA Report #2-008. Fluency: A review       of developmental and remedial practices. Washington, DC: US      Department of Education. Retrieved February 2, 2006, from      http://www.ciera.org/library/reports/inquiry-2/2-008/2-008.pdf

Meyer, M., & Felton, R. (1999). Repeated reading to enhance fluency: Old      approaches and new directions. Annals of Dyslexia, 49, 283-306

Osborn, J., & Lehr, F. (2003). A focus on fluency: Research-based practices      in early reading series. Honolulu, HI: Pacific Resources for Education      and Learning.

Raskinski, T. (2003). The fluent reader: Oral reading strategies for building      word recognition, fluency and comprehension. NY: Scholastic.

Schwanenflugel, P., Hamilton, A., Wisenbaker, J., Kuhn, M., & Stahl, S.      (2004). Becoming a fluent reader: Reading skill and prosodic features in      the oral reading of young readers, Journal of Educational Psychology,      96(1), 119-129.

Therrien, W. (2004). Fluency and comprehension gains as a result of      repeated reading: A meta-analysis. Journal of Remedial and Special      Education, 25(4), 252-261.

Torgesen, J.K. & Hudson, R. (2006). Reading fluency: critical issues for      struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading      fluency: The forgotten dimension of reading success. Newark, DE:      International Reading Association.

Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency      instruction in reading: Relationships with established empirical      outcomes. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain. Parkton,      MD: YorkPress.

Wolf, M & Katzir-Cohen, T. (2001), Reading fluency and its intervention.      Scientfic Studies of Reading, 5(3), 211-23.

Vocabulary

Baumann, J., & Kame'enui, E. (Eds.). (2004). Vocabulary instruction:      Research to Practice. NY: The Guilford Press.

Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing words to life:      Robust vocabulary instruction. New York: The Guilford Press.

Blachowicz, C., & Fisher, P. (2002). Teaching vocabulary in all classrooms.      NJ: Merrill/Prentice-Hall.

Cunningham, P.M. (1998). The multisyallabic word dilemma. Reading and      Writing Quarterly: Overcoming Learning Difficulties, 14(2), 189-218.

Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. Berkeley, CA:      CORE.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday      experiences of young American children. Baltimore, MD: Paul Brooks.

Hiebert, E.H. & Kamil, M.L. (Eds.). (2005). Teaching and learning      vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence      Erlbaum Assoc.

Hirsch, E. (2003). Reading comprehension requires knowledge of words and      the world: Scientific insights into the fourth-grade slump and nation's      stagnant comprehension scores. American Educator, Spring, 10-29.

Nagy, W. (2002). Teaching vocabulary to improve reading comprehension,      Newark, DE:International Reading Association.

Stahl, S., & Kapinus, B. (2001). Word power: What every educator needs to      know about teaching vocabulary. Washington, DC: National Education      Association.

Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahway, NJ:      Lawrence Erlbaum Associates.

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About Mission Center Research Presentations and Publications - Presentations by FCRR Faculty and Staff - Publications by FCRR Faculty and Staff - FCRR Technical Reports - Recommendations for Reading about Reading Curriculum and Instruction Assessment Programs Progress Monitoring and Reporting Network Training/Technical Assistance Projects Professional Development Interventions for Struggling Readers PIRT Doctoral Training Resources/Partner/Links FCRR Media/Podcasts Employment Opportunities A Florida State University Center	Recommended Reading These articles have been grouped roughly by category. Some of them, of course, address more than one of the categories, and these articles have been placed in more than one section. Others are simply placed in the category that is consistent with their primary focus, although they may have content related to other areas as well. Fluency Ehri, L. (2002). Phases of acquisition in learning to read words and implications for teaching. In R. Stainthorp and P. Tomlinson (Eds.) Learning and teaching reading. London: British Journal of Educational Psychology Monograph Series II. Ehri, L.C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. Metsala & L. Ehri (Eds.). Word recognition in beginning reading. (pp. 3-40). Hillsdale, NJ: Lawrence Erlbaum Assoc. Fuchs, L. Fuchs, D., & Hosp., M. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256. Hudson, R.F., Lane, H. B, & Pullen, P. C. (2004). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, August. Kuhn, M.R. & Stahl, S.A. (2000). CIERA Report #2-008. Fluency: A review of developmental and remedial practices. Washington, DC: US Department of Education. Retrieved February 2, 2006, from http://www.ciera.org/library/reports/inquiry-2/2-008/2-008.pdf Meyer, M., & Felton, R. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306 Osborn, J., & Lehr, F. (2003). A focus on fluency: Research-based practices in early reading series. Honolulu, HI: Pacific Resources for Education and Learning. Raskinski, T. (2003). The fluent reader: Oral reading strategies for building word recognition, fluency and comprehension. NY: Scholastic. Schwanenflugel, P., Hamilton, A., Wisenbaker, J., Kuhn, M., & Stahl, S. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers, Journal of Educational Psychology, 96(1), 119-129. Therrien, W. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Journal of Remedial and Special Education, 25(4), 252-261. Torgesen, J.K. & Hudson, R. (2006). Reading fluency: critical issues for struggling readers. In S.J. Samuels and A. Farstrup (Eds.). Reading fluency: The forgotten dimension of reading success. Newark, DE: International Reading Association. Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, Fluency, and the Brain. Parkton, MD: YorkPress. Wolf, M & Katzir-Cohen, T. (2001), Reading fluency and its intervention. Scientfic Studies of Reading, 5(3), 211-23. Vocabulary Baumann, J., & Kame'enui, E. (Eds.). (2004). Vocabulary instruction: Research to Practice. NY: The Guilford Press. Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press. Blachowicz, C., & Fisher, P. (2002). Teaching vocabulary in all classrooms. NJ: Merrill/Prentice-Hall. Cunningham, P.M. (1998). The multisyallabic word dilemma. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14(2), 189-218. Diamond, L., & Gutlohn, L. (2006). Vocabulary Handbook. Berkeley, CA: CORE. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experiences of young American children. Baltimore, MD: Paul Brooks. Hiebert, E.H. & Kamil, M.L. (Eds.). (2005). Teaching and learning vocabulary: Bringing research to practice. Mahwah, NJ: Lawrence Erlbaum Assoc. Hirsch, E. (2003). Reading comprehension requires knowledge of words and the world: Scientific insights into the fourth-grade slump and nation's stagnant comprehension scores. American Educator, Spring, 10-29. Nagy, W. (2002). Teaching vocabulary to improve reading comprehension, Newark, DE:International Reading Association. Stahl, S., & Kapinus, B. (2001). Word power: What every educator needs to know about teaching vocabulary. Washington, DC: National Education Association. Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahway, NJ: Lawrence Erlbaum Associates. Recommended Reading Continued...

Recommended Reading

Fluency

Vocabulary

Recommended Reading Continued...