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Wednesday / May 29

Teaching Reading: A Call for Fluency to be Hot

References

Archer, A. L., Gleason, M. M., & Vachon, V. L. (2003). Decoding and fluency: Foundation skills for struggling older readers.  Learning Disability Quarterly, 26(2), 89-101.

Grote-Garcia, S., & Ortlieb, E. (2023). What’s hot in literacy: The duality of explicit instruction & cultural and linguistic considerations. Literacy Research and Instruction, DOI: 10.1080/19388071.2023.2162207

Hanford, E. (2020, September 11).  Kids struggle to read when schools leave phonics outThe Hechinger Report.  Retrieved from https://hechingerreport.org/kids-struggle-to-read-when-schools-leave-phonics-out/

LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293-323.

National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

Shanahan, T. (2022, February 5).  How much phonics should I teach?  Retrieved from https://www.shanahanonliteracy.com/blog/how-much-phonics-should-i-teach#sthash.YAx6ogMv.dpbs

Worthy, J., & Broaddus, K. (2001/2002). Fluency beyond the primary grades: From group performance to silent, independent reading. The Reading Teacher, 55, 334-343.

 

Written by

Douglas Fisher, Ph.D., is Professor of Educational Leadership at San Diego State University and a teacher leader at Health Sciences High & Middle College. He is the recipient of an IRA Celebrate Literacy Award, NCTE’s Farmer Award for Excellence in Writing, as well as a Christa McAuliffe Award for Excellence in Teacher Education. He is also the author of PLC+, The PLC+ Playbook, This is Balanced Literacy, The Teacher Clarity Playbook, Grades K-12, Teaching Literacy in the Visible Learning Classroom for Grades K-5 and 6-12, Visible Learning for Mathematics, Grades K-12The Teacher Credibility and Collective Efficacy Playbook , Teaching Reading, and several other Corwin books. 

Nancy Frey, Ph.D., is Professor of Literacy in the Department of Educational Leadership at San Diego State University. The recipient of the 2008 Early Career Achievement Award from the National Reading Conference, she is also a teacher-leader at Health Sciences High & Middle College and a credentialed special educator, reading specialist, and administrator in California. She has been a prominent Corwin author, publishing numerous books including PLC+The PLC+ PlaybookThis is Balanced LiteracyThe Teacher Clarity Playbook, Grades K-12Engagement by DesignThe Teacher Credibility and Collective Efficacy Playbook, Teaching Reading and many more.  To view Doug and Nancy’s books and services, please visit Fisher and Frey Professional Learning. 

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