April/May 2006 • Reading Today 35

NEW IRA BOOK ASSEMBLES RESEARCH

PERSPECTIVES ON FLUENCY
T
he editors of What Research Has to
Say About Fluency Instruction, S. Jay
Samuels and Alan E. Farstrup,
present the most recent research on flu-
ency and show how you can put it into
practice. An indispensable resource for
classroom teachers and teacher educa-
tors alike, What Research Has to Say About
Fluency Instruction offers a range of ex-
pert perspectives on the key aspects of
fluency:
• history and definitions;
• instruction and development;
• measurement and assessment;
• issues for struggling readers, English-
language learners, and students with
dyslexia;
• and much more.
Discussion questions encourage fur-
field of reading education, and together of Peer-Mediated Learning” by cator of Growth in Fluency” by Stan-
they provide a rich, nuanced view of the Keith J. Topping ley L. Deno and Douglas Marston
subject that will help reading teachers
• Chapter 7: “Reading Fluency: Criti- • Chapter 10: “Becoming Fluent: Re-
find the perspectives and approaches
cal Issues for Struggling Readers” by peated Reading With Scaffolded
they need to provide each of their stu-
Joseph K. Torgesen and Roxanne F. Texts” by Elfrieda H. Hiebert
dents with the differentiated instruction
Hudson
so important in today’s diverse class-
What Research Has to Say About Fluency
rooms. The book’s chapters are: • Chapter 8: “Perspectives on Fluency:
Instruction will be available April 12 and
English-Language Learners and Stu-
is the IRA Book Club selection for June
• Introduction: “Reading Fluency In- dents With Dyslexia” by Theresa J.
2006. For more information and to order,
struction: Will It Be a Passing Fad or Palumbo and Jennifer R. Willcutt
see the “New from IRA” feature on page
a Permanent Fixture?” by S. Jay
• Chapter 9: “Curriculum-Based Mea- 36 or visit the IRA website at www.read
Samuels and Alan E. Farstrup
surement of Oral Reading: An Indi- ing.org. ❖
• Chapter 1: “A Brief History of Read-
ing Fluency” by Timothy V. Rasinski
• Chapter 2: “Toward a Model of
Reading Fluency” by S. Jay Samuels
• Chapter 3: “Instruction and Devel-
opment of Reading Fluency in IRA offers free online access to journals
Struggling Readers” by Michael
Pressley, Irene W. Gaskins, and Lau-
to educators in developing countries

ther thinking and reflection for individual
and group study.
“Finally, a book that provides just what
the fluency doctor ordered,” says P. David
Pearson of the University of California,
Berkeley, “a balanced treatment of the re-
search on fluency by leading educators
who have studied the issue carefully.”
What Research Has to Say About Fluency
Instruction includes chapters by some of
the most prominent researchers in the
ren Fingeret
• Chapter 4: “Fluency: A Develop-
mental and Language Perspective”
by John J. Pikulski
• Chapter 5: “Fluency: Still Waiting
After All These Years” by Richard L.
Allington
• Chapter 6: “Building Reading Flu-
ency: Cognitive, Behavioral, and So-
cioemotional Factors and the Role
O
ne way the International Read-
ing Association supports literacy
in countries with developing
economies is by offering online access to
its journals. For teachers, researchers, ad-
ministrators, and other education work-
ers and literacy professionals in countries
categorized by the World Bank as having
“low-income economies,” full-text arti-
cles from The Reading Teacher, Journal of
Adolescent & Adult Literacy, and Reading
Research Quarterly are freely and openly
available online, along with selected
book chapters. (For those in countries
categorized as “lower-middle income” or
“upper-middle income,” 50% discounts
are available for both online and print
subscriptions.)
Visit the “Publications” section of IRA’s
website at www.reading.org to find these
resources. ❖

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