20. Dr. Tim Rasinski -- Fluency Instruction, and Blending the Art and Science of Reading
10/02/23 • 39 min
Today’s guest is Dr. Tim Rasinski. We’ll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students’ fluency development through the use of poems and Reader’s Theater. This conversation is packed with ideas you’ll be able to use right away. After my converstion with Dr. Rasinski, I’m joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we’ll share our responses, ideas, and further questions.
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For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.com
For more information about Tim's Book, Artfully Teaching the Science of Reading, click here.
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About this episode's guest:
Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research . Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.
Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.
Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.
***
Special thanks to Alex Van Rose for audio editing this episode.
Today’s guest is Dr. Tim Rasinski. We’ll talk about his newest book, Artfully Teaching the Science of Reading, along with several of his recently published studies that offer ways to support students’ fluency development through the use of poems and Reader’s Theater. This conversation is packed with ideas you’ll be able to use right away. After my converstion with Dr. Rasinski, I’m joined by four of my colleagues – Darren, Lainie, Macie, and Gina – where we’ll share our responses, ideas, and further questions.
***
For more information about Jennifer Serravallo, to read transcripts of any episode, or to learn about inviting Jen's colleagues to work in your school or district, visit her website: www.jenniferserravallo.com
For more information about Tim's Book, Artfully Teaching the Science of Reading, click here.
***
About this episode's guest:
Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research . Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.
Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.
Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.
***
Special thanks to Alex Van Rose for audio editing this episode.
Previous Episode
19. Dr. Laura Steacy and Dr. Don Compton -- Set for Variability
Today’s guests are Drs. Laura Steacy and Don Compton, researchers who explore and write about the skill Set for Variability. You’ll hear them talk about this new area of research which offers an explanation for how students self-correct pronunciations of words when reading, and may have interesting implications for how we learn to remember spellings of irregular words. After my interview, I’m joined by my colleagues Macie Kerbs and Lainie Powell for a discussion about takeaways for the classroom.Learn more about Jennifer Serravallo and read a transcript of this episode.
Twitter @LMSteacy
Twitter @Don_Compton
The Self Teaching HypothesisSet for Variability
More about this episode's guests:
Dr. Laura Steacy is an assistant professor of SpEd and research faculty at the Florida Center for Reading Research. Her research interests include early reading development, early predictors of reading achievement, and interventions for students who have or are at-risk for reading disabilities. Prior to her doctoral studies, she was a classroom teacher with experience teaching grades K-6. Up to this point, her research interests have focused on three broad strands relating to identification and intervention for struggling readers: (1) modeling the stability of early reading subtypes of children at-risk for reading difficulties, (2) child- and item- factors that predict individual differences in word reading skills, and (3) future directions for interventions for children with and at-risk for reading difficulties. These strands serve her overarching goal of identifying and serving students with the highest needs in the area of reading.
Dr. Compton is Professor of Psychology at Florida State University/Florida Center for Reading Research. He was formerly Professor and Chair of Special Education and a John F. Kennedy Center Investigator at Peabody College, Vanderbilt University. He earned a Ph.D. from Northwestern University's School of Communication Sciences and Disorders, with a specialization in learning disabilities. While working on his Ph.D., and for several years after its completion, he was employed as a learning disabilities resource teacher in Skokie, Illinois. Compton then worked for four years as an assistant professor in the department of Curriculum and Instruction at the University of Arkansas, Fayetteville. He then accepted a NICHD post-doctoral research fellowship at the Institute for Behavior Genetics, University of Colorado. From there he accepted a position at Vanderbilt University that he held until the spring of 2015 when he transitioned to FCRR. He has over 75 peer-review publications and is on the editorial boards of the Journal of Educational Psychology, Journal of Learning Disabilities, Scientific Studies of Reading, and Exceptional Children. Compton is the past President of the Society for the Scientific Study of Reading and currently serves as associate-editor of Scientific Study of Reading.Special thanks to Alex Van Rose for audio editing this episode.
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Next Episode
21. John Walker and Dr. Jan Wascowicz -- Speech to Print Approach to Phonics and Spelling Instruction
John Walker and Jan Wasowicz
Today’s episode is a double – I have two guests to teach us about a speech to print approach to spelling and phonics instruction. John Walker is the UK-based creator of Sounds-Write. Jan Wasowicz is the US-based creator of Spell Links. We’ll talk about the differences–and benefits–of using a speech to print approach. Later, I’m joined by colleagues Macie Kerbs and Rosie Maurantonio, as well as the author of We Do Writing, Leah Mermelstein, for a conversation about practical takeaways for the classroom.
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Read a full transcript of this episode and learn more about the show at: https://www.jenniferserravallo.com/podcast
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More about Dr. John Walker:
John is the founder and CEO of Sounds-Write and one of the co-authors of the programme.
John has been a qualified teacher, university lecturer and teacher trainer for over thirty years, teaching English language and literature in many different countries and settings.
He trains practitioners in Sounds-Write and promotes the Sounds-Write programme in schools and other educational institutions across the world.
John is an enthusiastic edu-blogger, who posts regularly on all aspects of literacy teaching at his site theliteracyblog.com.
More about Dr. Jan Wasowicz:
Dr. Jan Wasowicz has over 40 years of experience working with academically struggling students, and she specializes in assessment and intervention for K-12 students with language-based reading, writing, and spelling problems including dyslexia, dysgraphia, and other language-based learning disabilities. In addition to providing direct assessment and remediation services, she participates in school meetings to counsel parents and to advocate for the student to receive appropriate public-school services, including modification of the classroom language arts curriculum to meet the learning needs of the student. Dr. Wasowicz is frequently invited to speak on best practices for literacy assessment and instruction and has conducted countless professional development workshops for schools. She has held faculty positions at leading universities and clinical training programs including Northwestern University and Elmhurst College. Dr. Wasowicz is a certified speech-language pathologist and a Board Certified Specialist in Child Language licensed to practice in the states of Illinois and Florida and is a licensed professional educator with elementary and secondary endorsements from the IL State Teacher Certification. She is a SPELL-Links Certified Provider.
Special thanks to Alex Van Rose for audio editing this episode.
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