Home » Education » Literacy
Fluency Instruction
Second Edition
Research-Based Best Practices

Edited by Timothy Rasinski, Camille Blachowicz, and Kristin Lems

334 Pages
Size: 6" x 9"
Paperback
April 2012
ISBN 978-1-4625-0430-5
Cat. #0430
Price: $35.00 $29.75
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Hardcover
April 2012
ISBN 978-1-4625-0441-1
Cat. #0441
Price: $65.00 $55.25
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e-Book
May 2012
ISBN 978-1-4625-0444-2
EPUB format
Price: $35.00 $29.75
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Richard L. Allington, PhD, Department of Theory and Practice in Teacher Education, College of Education, University of Tennessee, Knoxville, Tennessee

Gwynne E. Ash, PhD, Department of Curriculum and Instruction, Texas State University, San Marcos, Texas

Rebekah George Benjamin, MA, Department of Educational Psychology, University of Georgia, Athens, Georgia

Camille L. Z. Blachowicz, PhD, Department of Reading and Language, National College of Education, National Louis University, Evanston, Illinois

Dana Butler, MA, Irma C. Ruiz Elementary School, Chicago, Illinois

Elsa Carmona, MA, Little Village Elementary School, Chicago, Illinois

David J. Chard, PhD, Simmons School of Education and Human Development, Southern Methodist University, Dallas, Texas

Danielle V. Dennis, PhD, College of Education, University of South Florida, Tampa, Florida

Randal Donelson, PhD, Department of Education, The Ohio State University at Mansfield, Mansfield, Ohio

Peter Fisher, PhD, Department of Reading and Language, National College of Education, National Louis University, Evanston, Illinois

Ellen Fogelberg, MS, Evanston–Skokie School District 65, Evanston, Illinois

Greta Gorsuch, EdD, Department of Classical and Modern Languages and Literatures, Texas Tech University, Lubbock, Texas

Megan Gregory, EdM, doctoral student, Literacy and Language Education, Department of Developmental Studies, Boston University, Boston, Massachusetts

Elfrieda H. Hiebert, PhD, School of Education, University of California, Santa Cruz, California

Melanie R. Kuhn, PhD, Department of Curriculum and Teaching, Boston University, Boston, Massachusetts

Kristin Lems, EdD, ESL/Bilingual Education, Department of Curriculum and Instruction, National Louis University, Chicago, Illinois

Jessica Mangelson, Department of Education, Benedictine University, Lisle, Illinois

Jennifer R. Massarelli, MEd, National College of Education, National Louis University, Evanston, Illinois

Sarah H. McDonagh, PhD, School of Teacher Education, Charles Sturt University, Australia

Becky McTague, EdD, Department of Language and Literacy, Roosevelt University, Chicago, Illinois

Kouider Mokhtari, PhD, School of Education, University of Texas at Tyler, Tyler, Texas

Mary Kay Moskal, EdD, School of Education, Saint Mary’s College of California, Moraga, California

Connie M. Obrochta, MEd, Evanston–Skokie School District 65, Evanston, Illinois

Nancy Padak, EdD, Distinguished Professor Emeritus, Kent State University, Kent, Ohio

David D. Paige EdD, Department of Education, Bellarmine University, Louisville, Kentucky

John J. Pikulski, PhD, Professor Emeritus, Department of Education, University of Delaware, Newark, Delaware

Meryl-Lynn Pluck, MPhil, Rainbow Reading Program, Nelson, New Zealand

Timothy Rasinski, PhD, Department of Teaching, Leadership, and Curriculum Studies, Kent State University, Kent, Ohio

D. Ray Reutzel, PhD, Emma Eccles Jones Center for Early Childhood Education, Utah State University, Logan, Utah

S. Jay Samuels, EdD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Stephan Sargent, EdD, Department of Curriculum and Instruction, Northeastern State University, Broken Arrow, Oklahoma

Paula J. Schwanenflugel, PhD, Department of Educational Psychology, University of Georgia, Athens, Georgia

Timothy Shanahan, PhD, College of Education, University of Illinois, Chicago, Illinois

Kathryn L. Solic, PhD, The Benchmark School, Media, Pennsylvania

Bruce Stevenson, PhD, (retired), Worthington City Schools, Worthington, Ohio

Etsuo Taguchi, PhD, Department of Japanese, Faculty of Foreign Languages, Daito Bunka University, Tokyo, Japan

Patsy Todt, MEd, Department of Teacher Education, Shawnee State University, Portsmouth, Ohio

Keith J. Topping, PhD, Department of Education and Social Research, School of Education, University of Dundee, Dundee, Scotland

Barbara J. Walker, PhD, College of Education, Oklahoma State University, Tulsa, Oklahoma

Belinda Zimmerman, PhD, Department of Literacy and Early Childhood Education, Kent State University, Kent, Ohio

Jerry Zutell, PhD, Professor Emeritus, School of Teaching and Learning, College of Education, Ohio State University, Columbus, Ohio
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