MARC Record from harvard_bibliographic_metadata

LEADER: 03883cam a22003254a 4500
001 011382182-4
005 20080320111212.0
008 070620s2007 nhua b 001 0 eng
010 $a 2007025644
020 $a9780325010342 (pbk. : alk. paper)
020 $a032501034X (pbk. : alk. paper)
035 0 $aocn145939624
040 $aDLC$cDLC$dDLC
042 $apcc
043 $an-us---
050 00 $aLB1050.45$b.A45 2007
082 00 $a428.4/3$222
100 1 $aAltwerger, Bess.
245 10 $aRereading fluency :$bprocess, practice, and policy /$cBess Altwerger, Nancy Jordan, Nancy Rankie Shelton ; foreword by Richard L. Allington.
260 $aPortsmouth, NH :$bHeinemann,$cc2007.
300 $axiv, 122 p. :$bill. ;$c23 cm.
504 $aIncludes bibliographical references (p. 110-115) and index.
505 00 $tForeword /$rRichard L. Allington --$gpt. I.$tWhy All the Fuss Over Fluency? --$g1.$tWhy Do We Need a Critical Look at Fluency? --$g2.$tWhat Is Fluency and How Important Is It? --$g3.$tFollowing the Fluency Trail: From the National Reading Panel to Reading First --$gpt. II.$tWhat Do We Know About Fluency and the Reading Process? --$g4.$tHow Can Young Readers Inform Us About Fluency? --$g5.$tWhat Is the Relationship Between Fluency and Comprehension? --$g6.$tWhat Is the Relationship Between Fluency and Decoding? --$g7.$tPhonics Versus Literature Programs: What's the Difference? --$g8.$tDoes Fluency Distinguish Between More and Less Proficient Readers? --$g9.$tWhat Does DIBELS Tell Us About Readers? --$gpt. III.$tRethinking Fluency --$g10.$tShould Fluency Be Considered a Critical Component of Reading? --$g11.$tIf Not Fluency, Then What? --$g12.$tShould Fluency Be Used to Make Instructional Decisions?
520 1 $a"Has your school spent tens of thousands or more dollars on fluency-based reading assessment programs? If so, you might be getting less for your investment than you think. Did you know: there is little consensus on what exactly fluency is; the NRP's report - the basis for Reading First - failed to support its assertion that "it is generally acknowledged that fluency is a critical component of skilled reading"; and the relationship between fluency and comprehension may be vastly overstated by the conventional wisdom?" "Challenging commonly held notions of the effectiveness and importance of fluency, Rereading Fluency provides information any teacher or administrator needs to determine the most effective way to help students read well." "Combining a review of prior research with findings from their own analysis of more than 120 second grade readers, Bess Altwerger, Nancy Jordan, and Nancy Rankie Shelton detail why, as a measure of reading success, fluency can fall flat. Using a multischool, multiprogram study, they compare the effects of commercial, phonics-based programs and noncommercial literature-based programs on students' fluency and overall proficiency. The results will surprise you: faster, more accurate readers aren't always better comprehenders; decoding rates are highly variable among readers with similar comprehension levels; commercial, phonics-based programs do not result in better decoding, faster and more accurate reading, or better comprehension; and performance on fluency assessments says little if anything about students' ability to read and understand literature." "Altwerger, Jordan, and Shelton don't just dismantle the arguments for considering fluency a key component of reading, they come through with specific critiques of DIBELS and offer better ways to assess reading (effective and efficient, not just fluent) that can improve instruction, assessment, and the success of young readers."--Jacket.
650 0 $aReading comprehension.
650 0 $aFluency (Language learning)
700 1 $aJordan, Nancy C.
700 1 $aShelton, Nancy Rankie.
988 $a20080208
906 $0DLC