The Fluent Reader : Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension

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How researchers see this paper

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Fluency in reading—Thirty-five years later (2010, background): “Interested teachers may also want to look at Rasinski (2003) for an excellent L1 resource book.”
The Language Demands of Science Reading in Middle School (2006, background): “…sets of strategies: fluency-oriented strategies, such as repeated reading, chunking, and prosody monitoring (e.g., Hudson, Lane, & Pullen, 2005; Rasinski, 2003); and cognitive and metacognitive strategies, such as predicting, inferencing, making connections, visualizing, and think-aloud (e.g.,…”
Developing reading fluency: A study of extensive reading in EFL (2008, methodology): “The entire text method may be described as an authentic reading measure because students read a whole text just as people do in the real world (Rasinski, 2003).”
Reading Fluency Assessment and Instruction: What, Why, and How? (2005, methodology): “• Encourage prosody development through cueing phrase boundaries (Rasinski, 2003; Schreiber, 1980).”
Assessing Reading Fluency. (2004, background): “The teacher records these scores and determines a course of action that includes a good deal of repeated and assisted readings (Kuhn & Stahl, 2000; Rasinski, 2003), but only a limited amount of instruction in decoding words.”