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Teaching Reading Fluency: The Art and Science Behind It
Monday, April 15, 2024 @ 3:00 pm - 4:00 pm EDT
Presented by Tim Rasinski, Ph.D., Professor Emeritus of Literacy Education at Kent State University, and Author; and Chase Young, Ph.D., Author, Professor in the School of Teaching and Learning at Sam Houston State University, and Editor of Literacy Research and Instruction
Moderated by Kim Carlton, Senior Academic Officer, Teacher Created Materials
Sponsored by Teacher Created Materials
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In the recent Science of Reading movement, a notable emphasis has been placed on phonics, yet a focus on developing reading fluency is just as crucial. In this edWebinar, Drs. Tim Rasinski and Chase Young define reading fluency and its role in the development of proficient readers.
They also present innovative and creative methods that are rooted in science for teaching fluency in the classroom and intervention settings. These include various types of fluency practices and texts that are particularly useful in developing all aspects of fluency. Scientific evidence of the effectiveness of such approaches for improving fluency AND reading comprehension are also shared. In this edWebinar, viewers:
- Discover a more complete understanding of reading fluency
- Gain actionable approaches for making effective fluency instruction an integral part of classroom and intervention instruction in grades 1-8
This recorded edWebinar is of interest to elementary through middle school teachers and school and district leaders.
About the Presenters
Timothy Rasinski, Ph.D. is the author of numerous best-selling books, articles, and curriculum programs on literacy education. He is Professor Emeritus, Literacy Education, at Kent State University where he previously directed the university’s award-winning reading clinic (Camp Read-A-Lot). A former elementary and middle school classroom teacher and reading specialist, Dr. Rasinski is well known for his work on word study and reading fluency.
Chase Young, Ph.D. is a Professor in the School of Teaching and Learning at Sam Houston State University. He is an editor of Literacy Research and Instruction, previously served as editor of the Texas Journal of Literacy Education, and is founding editor of the Journal of Teacher Action Research. A former elementary school teacher and reading specialist, Dr. Young’s research focuses on developing reading fluency and supporting struggling readers.
About the Moderator
Kim Carlton currently serves as a Senior Academic Officer for Teacher Created Materials, where she works with teachers in a variety of areas including literacy and writing instruction to help teachers infuse reading and writing instruction into their daily instruction. Kim provides professional development and training on TCM curriculum materials, Shell Education professional resources, and best instructional practices for districts, teachers, and educational trainers. Kim’s extensive teaching background includes ten years as a classroom teacher, an instructional coach, a literacy coach, and a curriculum director. She is a Diamond-Level Abydos Writing Trainer, the 2005 Secondary Teacher of the Year for her district, and contributed an article to Teacher Magazine.
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