WorldCat Identities

Rasinski, Timothy V.

Works: 203 works in 433 publications in 3 languages and 14,183 library holdings
Genres: Bibliography  Case studies  Abstracts 
Roles: Author, Editor
Publication Timeline
Most widely held works by Timothy V Rasinski
Good-bye round robin : twenty-five effective oral reading strategies by Michael F Opitz( Book )

4 editions published between 1998 and 2008 in English and held by 707 WorldCat member libraries worldwide

Good-bye Round Robin offers numerous practical suggestions for engaging English language learners in meaningful oral-language activities, all connected to wonderful, recently-published books for students of different ages and reading abilities. Opitz' book provides specific strategies teachers can use to help their ELLs develop both oral and written English proficiency. This book is an excellent resource for any teacher, but it is an especially useful resource for teachers of English language learners. - Yvonne and David Freeman Authors of Essential Linguistics and Teaching Reading in Multilingual Classrooms?nbsp; Oral reading can increase the comprehension, fluency, and strategic thinking of every reader - if you have the right strategies. Good-bye Round Robin, Updated Edition, gives youthe 25 best ways to turn oral reading into one of your most effective literacy tools.?nbsp; Good-bye Round Robin, Updated Edition, makes it easy to work the right amount and the right types of oral reading into your teaching. Michael Opitz and Timothy Rasinski present proven oral-reading strategies, every one of which fits easily into your existing literacy block routines.?nbsp; And this Updated Edition goes further than ever to help you get the most from every oral-reading opportunity. It's newly designed to help you match readers to instruction more quickly and confidently. Opitz and Rasinski have revised and expanded their booklists to include over 300 new children's literature titles, enabling you to choose the best book for your lessons and your readers. What's more they offer classroom-tested ways to use oral reading to support struggling readers and English learners at all stages of language acquisition
Fluency instruction : research-based best practices by Timothy V Rasinski( Book )

17 editions published between 2005 and 2012 in English and Undetermined and held by 602 WorldCat member libraries worldwide

"Subject Areas/Keywords: assessments, decoding, elementary, English language learners, fluency, literacy instruction, oral reading, primary grades, prosody, reading comprehension, reading expressiveness, reading methods, secondary, struggling readers Description: This accessible guide brings together well-known authorities to examine what reading fluency is and how it can best be taught. Teachers get a clear, practical roadmap for navigating the often confusing terrain of this crucial aspect of balanced literacy instruction. Innovative approaches to instruction and assessment are described and illustrated with vivid examples from K-12 classrooms. The book debunks common misconceptions about fluency and clarifies its key role in comprehension. Effective practices are presented for developing fluency in specific populations, including English language learners, adolescents, and struggling readers"--
From phonics to fluency : effective teaching of decoding and reading fluency in the elementary school by Timothy V Rasinski( Book )

12 editions published between 2001 and 2013 in English and held by 527 WorldCat member libraries worldwide

This best-selling resource from two of today's most respected literacy educators gives aspiring and veteran teachers alike a practical workable, fresh approach to word study that students find authentic, engaging, and enjoyable. From Phonics to Fluency provides methods, strategies, and activities for teaching decoding and reading fluency that fit easily and effectively into any classroom situation. The guide is based on solid literacy theory, reading research, and actual classroom practices. It helps teachers put students on their way to improved word recognition, more fluent reading, and better reading comprehension-all in a manner that nurtures students' lifelong fascination with words and reading
The fluent reader : oral reading strategies for building word recognition, fluency, and comprehension by Timothy V Rasinski( Book )

7 editions published between 2003 and 2010 in English and held by 521 WorldCat member libraries worldwide

Introduces oral reading teaching methods for developing word recognition and comprehension in students
Sensitive issues : an annotated guide to children's literature, K-6 by Timothy V Rasinski( Book )

3 editions published in 1992 in English and held by 489 WorldCat member libraries worldwide

Inquiries in literacy learning and instruction : the fifteenth yearbook of the College Reading Association by College Reading Association( Book )

7 editions published in 1993 in English and held by 350 WorldCat member libraries worldwide

This 1993 yearbook presents 20 papers and summaries of the dissertation award winner "Content Literacy in High School Social Studies: A Focus on One Teacher's Beliefs and Decisions about Classroom Discussions" (E.G. Sturtevant) and the thesis award winner "Effects of Direct Instruction of Story Grammar on Story Writing and Reading Comprehension of Elementary School Learning Disabled Students" (R.E. Leaman). Papers in the Inquiries in College and Adult Literacy Instruction section are: "Fads or Substantive Changes in the Field of Adult Literacy" (J.S. Richardson); "School Experiences of Adults Participating in Volunteer Literacy Programs" (M.D. Siedow and B.J. Fox); "Effects of a Precollege Reading Course on the Academic Self-Esteem of Urban College Students" (J. Lewis);"Evaluating Reader-Response Journals: A Coding System" (C. Clery and A. Smith); and "Predicting Nelson-Denny Scores from the SAT" (C. Gillespie). Papers in the Inquiries in Literacy Instruction in Clinics and Classrooms section are: "University Reading Clinics: Changing Focus for Changing Needs" (D.D. Allen and others); "Expanding the Use of Picture Storybooks with Older Readers" (D.G. McAllister); "Impact of Purpose-Setting Questions on Children's Book Discussions" (M.W. Matthews and E.W. Paille); "' ... So Write It Out': Seizing the Power of Personal Journal Writing in Affirming African-American Student Identities" (N.B. Cothern and B.G. Lyman); "Affective Concerns and Reading" (J. Shapiro); "Are Content Area Reading Practices Keeping Pace with Research?" (M.K. Gillis and others);"Relationships among Field Dependence-Independence, Reading Instruction, and Reading Achievement" (J.W. McCutcheon and W.E. Smith); and "Action Research: Classroom Teachers' Perceptions of Its Impact on the Teaching of Reading" (M.A. Gray-Schlegel and J. Brady Matanzo). Papers in the Inquiries in Teacher Education section are: "The Process and Promise of Portfolio Assessment in Teacher Education Programs: Impact on Students' Knowledge, Beliefs, and Practices" (M.P. Ford); "Activities for Restructuring Reading Education Courses for Preservice Teachers" (D. Reinking and others); "Utilizing Literature as a Vehicle for Teaching about Multicultural Education in a Reading Methods Course" (L.C. Smith and others); "Reflective Practice Confronts the Complexities of Teaching Reading" (B.J. Walker and C. Ramseth); "Value-Added Benefits for Reforming a Remedial Reading Methodology Course with Videodisc and Hypercard Technology" (V.J. Risko and others); "First Steps in Teaching Reading: A Descriptive Study" (A.M. Frager); and "The Impact of Coursework in Tests and Measurements on Assessment Literacy" (J.L. Johns and P. VanLeirsburg). (RS)
Literacy research and practice, foundations for the year 2000 by College Reading Association( Book )

4 editions published in 1992 in English and held by 345 WorldCat member libraries worldwide

This 1992 yearbook presents the following 26 articles: "Tensions between Numbers and Knowing: A Study of Changes in Assessment during Implementation of Literature-Based Reading Instruction" (P.L. Scharer); "Story Reading in Daycare: A Help or a Hindrance?" (F.K. Hurley); "Preservice Teachers' Reminiscences of Positive and Negative Reading Experiences: A Qualitative Study" (B. Moss); "Preparing Preservice Teachers for Remedial Instruction: Teaching Problem Solving and Use of Content and Pedagogical Knowledge" (V.J. Risko and others); "Rethinking the College-Based Reading Clinic: Past Traditions and New Alternatives" (J. Cassidy and M.L. Hanes); "Researching One's Own Teaching in a Reading Education Course" (L. Christensen and B.J. Walker); "Improving Teacher Questioning: A Study of a Training Program" (C.S. Johnson and A.D. Evans); "The Belief Systems and Instructional Choices of Preservice Teachers" (R.B. Lonberger); "Changes in Primary Teachers' Instructional Practices After Year 1 of a Collaborative Whole Language Project" (C.D. Kraus); "Grouping for Reading Instruction in the Multicultural Classroom: Dilemmas and Solutions" (E.G. Sturtevant); "Story and Song: Integrating Music into the Literature Curriculum" (K.A. Koebler); "The Reader as a Sleuth: Engagement by Intrusion" (M.C. Alvarez); "Overcoming Environmental Obstacles to Reading: A Comparative Analysis" (S.M. KaiKai and R.E. KaiKai); "Student, Teacher, and Expert Differences in Identifying Important Content Area Vocabulary" (D.L. Mealey and others); "Preparing Literacy Teachers: Elements of an Effective Training Model" (G.Y. Turner); "A Nonacademic Adult Writer's Workshop" (J. Phillips); "Undereducated Adults: Retrospections of Childhood Homes and Reports of Present Practice" (B.J. Fox and M.D. Siedow); "Directed and Spontaneous Transfer of Textmarking: A Case Study" (D.L. Mealy and D.W. Frazier); "Person, Process, Product: Goals of an Integrated Reading/Writing Curriculum for Underprepared College Freshmen" (J.K. Stadulis and D.G. Shearer); "Fostering Metacognitive Growth in College Literature Classrooms" (E.V. Newton); "Writing in Response to Reading: Strategies to Foster Comprehension" (A.R. Friedman); "Children's Emergent Reading Behaviors across Different Kinds of Text and the Relation to Writing Systems" (J.E. Barnhart); "Portfolio Assessment: Interpretations and Implications for Classroom Teachers and Reading Teachers" (R.P. Harlin and others); "Taking Responsibility for Taking Tests" (J.S. Richardson); "Scotopic Sensitivity Syndrome and Its Treatment by Colored Overlays and Lens Filters: An Update" (W.A. Henk); and "Questioning the Verbal Superiority of Girls: Gender Differences Revisited" (M.M. Brittain and C.V. Brittain). (RS)
Effective reading strategies : teaching children who find reading difficult by Timothy V Rasinski( Book )

4 editions published between 2000 and 2004 in English and held by 320 WorldCat member libraries worldwide

"Effective Reading Strategies: Teaching Children Who Find Reading Difficult, Third Edition offers the teaching community a wealth of instructional strategies and activities. This text is aimed at strengthening and developing the reading skills of children who find the subject hard to grasp, including those for whom English is a second language. The broad-based remedial and corrective reading instruction focuses on several areas: phonemic awareness, decoding, fluency, vocabulary, and comprehension. Teachers can combine and modify the various reading strategies and activities to fit their current curricula."--Résumé de l'éditeur
Reading is knowledge by Timothy V Rasinski( Book )

5 editions published in 1991 in English and held by 301 WorldCat member libraries worldwide

Teaching word recognition, spelling, and vocabulary : strategies from the reading teacher by Timothy V Rasinski( Book )

7 editions published between 2000 and 2004 in English and Chinese and held by 264 WorldCat member libraries worldwide

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building blocks for developing word study routines that are engaging and effective for all students. The book's 17 articles are as follows: "Read-Aloud Books for Developing Phonemic Awareness: An Annotated Bibliography" (Hallie Kay Yopp); "The Bag Game: An Activity To Heighten Phonemic Awareness" (Nancy K. Lewkowicz); "The Use of Word Analogy Instruction with Developing Readers" (Kelly Ann HuffBenkoski and Scott C. Greenwood); "The Letterbox Lesson: a Hands-On Approach for Teaching Decoding" (Bruce A. Murray and Theresa Lesniak); "The Most Common Phonograms" (Edward Fry); "The Flashcard Strikes Back" (Tom Nicholson); "Footprints on the Classroom Wall" (Mary Gorman); "Sentencing: The Psycholinguistic Guessing Game" (Ann K. Hall); "Monitoring Spelling Development" (Christopher C. Hayward); "Spelling for Readers and Writers" (Jill E. Scott); "An Essential Vocabulary: An Update" (Anita P. Davis and Thomas R. McDaniel); "Word Storm: Connecting Vocabulary to the Student's Database" (Ronald M. Klemp); "Anticipating Antipasto in Antarctica?" (Jeannine Perry Rajewski); "Fun with Vocabulary" (Janet Towell); "a Scaffolding Technique To Develop Sentence Sense and Vocabulary" (Evelyn T. Cudd and Leslie L. Roberts); "c(2)qu: Modeling Context Use in the Classroom" (Camille L.Z. Blachowicz); and "What's Literacy?" (Melissa Kotrla). Three appendixes present position statements from the International Reading Association on: the role of phonics in reading instruction; phonemic awareness and the teaching of reading; and using multiple methods of beginning reading instruction. (Sr)
Phonics poetry : teaching word families by Timothy V Rasinski( Book )

2 editions published in 2001 in English and held by 261 WorldCat member libraries worldwide

"This book shows elementary teachers how and why to use phonogram poems to teach phonics. It includes many sample poems for the most common rimes in children's reading. An intro chapter shows why the onset/rime (phonogram) approach is important to teaching phonics. Chapters with original poems and other texts for the 40 or so most common rimes in children's reading are also included. Approximately 100 poems are included in this book, and there is also information on extending the use of the poems into other activities and texts. Practicing elementary teachers in grades K-3, and parents who are creating reading programs for their children at home."--Jacket
Teaching comprehension and exploring multiple literacies : strategies from the reading teacher by Timothy V Rasinski( Book )

6 editions published between 2000 and 2004 in English and held by 254 WorldCat member libraries worldwide

Whatever grade level, content, or texts you teach, your ultimate goal is to develop your students' understanding of what they read. The 29 articles in this anthology offer you a wealth of ideas to help your students comprehend different types of texts and literacies, from technology literacy to visual, theatre, and music literacy. You'll find instructional strategies and activities on a wide range of topics, including narrative and expository texts, the K-W-L strategy, anticipation guides, graphic organizers, wordless picture books, shared books, the Internet as a teaching resource, and integrating music, reading, and writing at the primary level
Holistic reading strategies : teaching children who find reading difficult by Timothy V Rasinski( Book )

3 editions published in 1996 in English and held by 233 WorldCat member libraries worldwide

Offering instructional strategies in an informal, easy-to-read, yet scholarly approach, this book presents instructional strategies and activities for children who are having difficulty learning to read. In contrast to other books that offer highly analytic and prescriptive approaches, the activities in the book are arranged around general areas of focus and are meant to nurture and develop proficiencies within that broad area. Chapters in the book are (1) New Perspectives on Helping Students; (2) The Instructional Framework; (3) Developing Positive Attitudes about Reading; (4) Word Recognition; (5) Nurturing Fluent Reading; (6) Building Vocabulary; (7) Comprehension Development with Narrative Text; (8) Comprehension Development with Expository Text; (9) Writing Development; (10) Putting It All Together: Making Reading Programs That Work; (11) Involving Parents in Children's Reading; and (12) Determining Instructional Needs: Observing Readers in Action. Contains 131 references. Appendixes present lists of award-winning books, poetry and rhymes for reading, predictable pattern books, series books, and alphabet, number and other concept books; a list of common word families; examples of maze and cloze activities; a chart of meaningful prefixes, suffixes, and word parts; names and addresses of magazines for children; bookmaking ideas; a sample letter to parents; and names and addresses of 9 professional periodicals. (Rs)
Case studies in whole language by Richard T Vacca( Book )

3 editions published in 1992 in English and French and held by 222 WorldCat member libraries worldwide

Developing reading-writing connections : strategies from the reading teacher by Timothy V Rasinski( Book )

6 editions published between 2000 and 2002 in English and Chinese and held by 215 WorldCat member libraries worldwide

Using literature in the classroom yields rewards. Literature for children is being recognized as increasingly important in children's literacy development. The ideas, resources, and activities offered in this collection of 43 articles published in "The Reading Teacher" from 1993 to 1999 provide strategies that are engaging and effective for all students in developing the reading-writing connection. Articles included in the collection are: "a Checklist for Choosing Nonfiction Trade Books" (Peg Sudol and Caryn M. King); "Creating and Using a Database of Children's Literature" (Alice P. Wakefield); "On Time and Poetry" (Joanne Durham); "Text Sets: One Way To Flex Your Grouping--In First Grade, Too!" (Michael F. Opitz); "Come Alive Stories" (Elizabeth J. Dewey); "Authors Are a Big Deal" (Ally McArdle and Mary Buchholz); "Author Birthday Celebration: (Lauren J. Behar); "More Predictable Books: Gateways To a Lifetime of Reading" (Marianne C. Saccardi); "Cultural Diversity + Supportive Text = Perfect Books for Beginning Readers" (Michael F. Opitz); "Exploring Bias Using Multicultural Literature for Children" (Jim Barta and Martha Crouthers Grindler); "'Monstruos, ''Pesadillas, ' and Other Frights: a Thematic Unit" (Carol Evans); "Defining the 'Multi' in 'Multicultural' through Children's Literature" (Lara L. Hillard); "Internationalism in Danish Children's Literature" (Mary E. Blake and W. Gale Breedlove); "Introducing Art History through Children's Literature" (Rita Greco); "Activities from a Tall Tales Unit" (Jaynie Nesmith); "Promoting World Peace and Understanding: The Batchelder Award-Winning Books" (Rosie Webb Joels and Jackie K. Barnette); "Choosing Picture Books about Ecology" (Audrey Rule and Joan Atkinson); "Using Children's Books as an Intervention for Attention-Deficit Disorder" (Beth Fouse and Jane Ann Morrison); "Readers' Workshop in a Kindergarten Classroom" (John W. Bryan); "Caldecott Medal Books and Readability Levels: Not Just 'Picture' Books" (Julia Cham
Rebuilding the foundation : effective reading instruction for 21st century literacy( Book )

4 editions published in 2011 in English and held by 135 WorldCat member libraries worldwide

Rebuilding the Foundation: Effective Reading Instruction for 21st Century Literacy is the seventh book in the Leading EdgeTM series. The Leading Edge series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators the issues that profoundly impact student success. The experts contributing to this anthology do not prescribe one method to transact change. They embrace the mission, trusting that teachers and administrators the true change leaders will venture to the Leading Edge to embrace the challenges and opportunities that will guarantee the success of their students. Teaching reading is a complex task. There is no simple formula for developing good instruction. What really matters are well-meaning and knowledgeable literacy professionals at all levels willing to engage in deep and thoughtful analyses and discussions about what it means to be a reader, what it means to be an effective teacher of reading, and what it means to be a school and school system that provides reading instruction that works for all its students. Rebuilding the Foundation is not a prescription for designing reading programs. Rather, it leads its readers to engage in a deeper and more thoughtful professional conversation about what is meant by effective reading instruction for all students. It reconsiders the full reading curriculum the principles of effective instruction; student motivation; materials; developing curricula at the primary level and beyond; teaching various aspects of reading; assessment; and teacher professional development. The contributors examine how reading instruction is conceptualized and what must be done to make it work for all students. Hence, this book is less about building onto or altering existing models of reading education and more about how reading educators and policymakers might think about rebuilding and reconceptualizing, perhaps from the ground up, what it means to provide effective instruction in reading to all students at all levels
From fluency to comprehension : powerful instruction through authentic reading by Timothy V Rasinski( Book )

6 editions published in 2013 in English and held by 119 WorldCat member libraries worldwide

"Subject Areas/Keywords: assessments, assisted reading, authentic reading, content learning, fluency, instruction, lessons, literacy, modeling, phrasing, reading comprehension, reading methods, scripts, skills, strategies, struggling readers, teaching, texts DESCRIPTION Helping teachers move beyond fluency as measured by speed alone, this book focuses on building the skills that students need to read accurately, meaningfully, and expressively--the essential components of reading comprehension. Each concise chapter presents a tried-and-true instructional or assessment strategy and shows how K-12 teachers can apply it in their own classrooms, using a wide variety of engaging texts. Special features include classroom examples, "Your Turn" activities, and 23 reproducible forms, in a large-size format for easy photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials"--
Greek & Latin roots : keys to building vocabulary by Timothy V Rasinski( Book )

3 editions published in 2008 in English and held by 73 WorldCat member libraries worldwide

A practical guide for teaching Greek and Latin prefixes, suffixes, and bases, with learning strategies to help improve comprehension and vocabulary knowledge
Texts for fluency practice by Timothy V Rasinski( Book )

14 editions published between 2005 and 2007 in English and held by 29 WorldCat member libraries worldwide

Coauthored and compiled by fluency expert Timothy Rasinski, this selection of engaging texts for Grades 4 8 will make reading enjoyable for students so that they will want to read, reread, and perform! Research has shown that readers who engage in regular repeated readings improve their word recognition, reading rate, comprehension, and overall reading proficiency. As students regularly read and perform these age-appropriate texts, they improve their decoding, interpretation, and ultimately comprehension of the materials. A variety of genres are included: poetry and rhymes, song lyrics, readers theater scripts, and famous speeches and quotations. 112pp
Comprehension that works : taking students beyond ordinary understanding to deep comprehension by Danny Brassell( Book )

3 editions published in 2008 in English and held by 24 WorldCat member libraries worldwide

Make the most of your reading instruction through innovative approaches that will change the way you work with learners in their efforts to build comprehension skills. Developed in conjunction with the Dr. Timothy Rasinski, renowned fluency expert, this book provides background information, an explanation of reading comprehension, important research, tested strategies, differentiation ideas, tips, and more. This resource is geared towards providing you with the important information you need to help you get started with practical strategies you ll want to implement immediately. You ll feel empowered with a new confidence to improve reading instruction in all content areas, including difficult content. You ll learn what proficient readers do, how to capture student interest, and how to identify difficulties in reading comprehension. Throughout the book you ll find several tips along the way to aid you in your quest to help learners become lifelong readers. 144pp
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Good-bye round robin : twenty-five effective oral reading strategies
Alternative Names
Rasinski, Timothy.

Rasinski, Timothy 1950-

Rasinski, Timothy V.

Rasinski, Timothy Victor 1950-

English (116)

Chinese (2)

French (1)

Fluency instruction : research-based best practicesFrom phonics to fluency : effective teaching of decoding and reading fluency in the elementary schoolThe fluent reader : oral reading strategies for building word recognition, fluency, and comprehensionSensitive issues : an annotated guide to children's literature, K-6Effective reading strategies : teaching children who find reading difficultTeaching word recognition, spelling, and vocabulary : strategies from the reading teacherPhonics poetry : teaching word familiesTeaching comprehension and exploring multiple literacies : strategies from the reading teacher