Timothy V Rasinski
Biographic Data
| ID | 1585454 |
|---|---|
| NAME | Timothy V Rasinski |
| GIVEN NAMES | Timothy V |
| FAMILY NAME | Rasinski |
| SIGNATURE | RASINSKI T V |
| AFFILIATIONS | Kent State University |
| ORCID | 0000-0003-2560-3652 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 20 |
| WORKS AS AUTHOR | 22 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Long-term assessment of hybrid period first graders’ reading and writing fluency
We assessed second-graders who were in the first-grade during COVID-19 school closures’ reading and writing fluency. We then investigated how hybrid instruction influenced these students’ literacy development after two years of uninterrupted in-person instruction. We compared 100 students from 15 schools based on their language background (monolingual vs. bilingual) and place of residence (village vs. urban center). We also predicted our second-p…
Evaluation of the gradual release of responsibility framework’s effectiveness on oral summarization skills in Turkish middle school classrooms
Pairing phrase‐cued text with readers theatre
Background We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase‐cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence‐based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience. Methods Ten first‐ to third‐grade students (ages 6–9 …
Improving financial literacy through interactive read-aloud with children’s picture books
The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the trea…
Oral Reading Fluency of College Graduates
Reading fluency has been identified as a critical competency for reading success. Accurate and automatic word recognition, one component of fluency, is normally assessed through reading rate (Oral Reading Fluency—ORF). While norms for ORF exist through grade 8, norms beyond grade 8 are largely unknown. The present study attempted to establish ORF norms associated with successful adult readers (college graduates), thus establishing a ceiling ORF t…
Closing the gender gap in reading with readers theater
This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the treatment groups and females outperformed the males in the comparison group. A follow up survey of an un…
Teaching Reading Is More Than a Science
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continue…
Testing the Kaps Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency componen…
Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School
The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included re…
Fluency
Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral readin…
Reading Fluency and College Readiness
The Common Core State Standards suggest that an appropriate goal for secondary education is college and career readiness. Previous research has identified reading fluency as a critical component for proficient reading. One component of fluency is word recognition accuracy and automaticity. The present study attempted to determine the word recognition accuracy and automaticity indicators for incoming college students and to examine the relationshi…
Is Fluent, Expressive Reading Important for High School Readers
Although reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previousl…
Is Reading Fluency a Key for Successful High School Reading
Fluency has traditionally been viewed as a goal of reading taught and mastered in the elementary grades. This article challenges that notion by exploring reading fluency as a contributor to reading proficiency (and difficulty) among ninth-grade students. The authors assessed reading fluency development among a large number of ninth graders and found a moderately strong correlation between fluency and overall reading proficiency as measured by a s…
Oral reading in the school literacy curriculum
The report of the U.S. National Reading Panel identified oral reading as a method for developing reading skills and improving achievement. The authors explore the role of oral reading in instructional practice, primarily among young children who struggle in reading. They examine current research and theory in oral reading, and comment on implications for classroom practice
Commentary
Timothy V. Rasinski, Commentary: On the Effects of Reading Recovery: A Response to Pinnell, Lyons, DeFord, Bryk, and Seltzer, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 264-270
Reply to Pinnell, DeFord, Lyons, and Bryk
M y intent in writing the original commentary was to suggest that alternative explanations to the findings reported by Pinnell, DeFord, Lyons, and Bryk were possible. I remain steadfast in this opinion. Despite their explanation, it's a stretch to believe, for example, that the Reading Recovery (RR) and Reading Success (RS) teachers are equivalent and that in student achievement are due solely to the nature of the RR treatment. Consider that (a) …
Reading Doesn't Matter? Responding to Carver and Leibert
Training teachers to attend to their students' oral reading fluency
1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice: Vol. 30, Fluency in Oral Reading, pp. 211-217
This issue
First graders' conceptions of literacy
1988). First graders' conceptions of literacy: A matter of schooling. Theory Into Practice: Vol. 27, Becoming a Student, pp. 53-61
Rasinski Comments on Pitts and Thompson
Rasinski Comments on O'Shea and Sindelar
Training teachers to attend to their students' oral reading fluency
1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice: Vol. 30, Fluency in Oral Reading, pp. 211-217
Oral reading in the school literacy curriculum
The report of the U.S. National Reading Panel identified oral reading as a method for developing reading skills and improving achievement. The authors explore the role of oral reading in instructional practice, primarily among young children who struggle in reading. They examine current research and theory in oral reading, and comment on implications for classroom practice
First graders' conceptions of literacy
1988). First graders' conceptions of literacy: A matter of schooling. Theory Into Practice: Vol. 27, Becoming a Student, pp. 53-61
Teaching Reading Is More Than a Science
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continue…
Reply to Pinnell, DeFord, Lyons, and Bryk
M y intent in writing the original commentary was to suggest that alternative explanations to the findings reported by Pinnell, DeFord, Lyons, and Bryk were possible. I remain steadfast in this opinion. Despite their explanation, it's a stretch to believe, for example, that the Reading Recovery (RR) and Reading Success (RS) teachers are equivalent and that in student achievement are due solely to the nature of the RR treatment. Consider that (a) …
Rasinski Comments on O'Shea and Sindelar
Rasinski Comments on Pitts and Thompson
First graders' conceptions of literacy
1988). First graders' conceptions of literacy: A matter of schooling. Theory Into Practice: Vol. 27, Becoming a Student, pp. 53-61
Training teachers to attend to their students' oral reading fluency
1991). Training teachers to attend to their students’ oral reading fluency. Theory Into Practice: Vol. 30, Fluency in Oral Reading, pp. 211-217
This issue
Commentary
Timothy V. Rasinski, Commentary: On the Effects of Reading Recovery: A Response to Pinnell, Lyons, DeFord, Bryk, and Seltzer, Reading Research Quarterly, Vol. 30, No. 2 (Apr. - May - Jun., 1995), pp. 264-270
Reply to Pinnell, DeFord, Lyons, and Bryk
M y intent in writing the original commentary was to suggest that alternative explanations to the findings reported by Pinnell, DeFord, Lyons, and Bryk were possible. I remain steadfast in this opinion. Despite their explanation, it's a stretch to believe, for example, that the Reading Recovery (RR) and Reading Success (RS) teachers are equivalent and that in student achievement are due solely to the nature of the RR treatment. Consider that (a) …
Reading Doesn't Matter? Responding to Carver and Leibert
Oral reading in the school literacy curriculum
The report of the U.S. National Reading Panel identified oral reading as a method for developing reading skills and improving achievement. The authors explore the role of oral reading in instructional practice, primarily among young children who struggle in reading. They examine current research and theory in oral reading, and comment on implications for classroom practice
Is Reading Fluency a Key for Successful High School Reading
Fluency has traditionally been viewed as a goal of reading taught and mastered in the elementary grades. This article challenges that notion by exploring reading fluency as a contributor to reading proficiency (and difficulty) among ninth-grade students. The authors assessed reading fluency development among a large number of ninth graders and found a moderately strong correlation between fluency and overall reading proficiency as measured by a s…
Is Fluent, Expressive Reading Important for High School Readers
Although reading fluency has been identified as a critical element in successful literacy curricula for elementary students, fluency has been relatively neglected beyond the elementary grades. Prior research has shown that word recognition automaticity (one component of fluency) is strongly associated with overall reading proficiency among secondary students. Prosody (expressive oral reading; the other component of fluency) has not been previousl…
Reading Fluency and College Readiness
The Common Core State Standards suggest that an appropriate goal for secondary education is college and career readiness. Previous research has identified reading fluency as a critical component for proficient reading. One component of fluency is word recognition accuracy and automaticity. The present study attempted to determine the word recognition accuracy and automaticity indicators for incoming college students and to examine the relationshi…
Testing the Kaps Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency componen…
Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School
The present exploratory study examined the effect of the implementation of a reading fluency instruction protocol on the reading performance of early first grade students in an urban school. Previous research has tended to examine the effects of fluency instruction after students have achieved some degree of competency in word recognition, usually toward the end of first grade and beyond. The fluency instruction provided in this study included re…
Fluency
Over the past two decades, reading fluency has been increasingly recognized as an important instructional variable for success in reading. Yet, this has not always been the case. This article presents a historical review of the nature and role of fluency instruction in the United States. The roots of oral reading fluency began in an age when texts and other forms of entertainment and information were limited. Historically, in America, oral readin…
Closing the gender gap in reading with readers theater
This sequential explanatory analysis reports on the observed differences in growth on decoding, word knowledge, and reading comprehension between second grade males and females after participating in a readers theater treatment or business as usual instruction. The quantitative results revealed that males made greater gains than females in the treatment groups and females outperformed the males in the comparison group. A follow up survey of an un…
Teaching Reading Is More Than a Science
The role of the teacher, specifically teacher craft, is central to engaging students in effective reading instruction. However, the science of reading has revealed that the content taught is also important to reading acquisition. Although the science of reading was aggregated some two decades ago to result in what became known as the five big pillars, it has not been fully incorporated into instructional practice. Subsequent research has continue…
Oral Reading Fluency of College Graduates
Reading fluency has been identified as a critical competency for reading success. Accurate and automatic word recognition, one component of fluency, is normally assessed through reading rate (Oral Reading Fluency—ORF). While norms for ORF exist through grade 8, norms beyond grade 8 are largely unknown. The present study attempted to establish ORF norms associated with successful adult readers (college graduates), thus establishing a ceiling ORF t…
Improving financial literacy through interactive read-aloud with children’s picture books
The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the trea…
Evaluation of the gradual release of responsibility framework’s effectiveness on oral summarization skills in Turkish middle school classrooms
Pairing phrase‐cued text with readers theatre
Background We examine effects on oral reading fluency (defined as automatic word recognition and prosody) when phrase‐cued text (defined as marking the phrase boundaries in text) is layered on to readers theatre, an evidence‐based instructional format that includes multiple readings over a period of about 5 days as students practice and prepare to orally perform a poem or play for an audience. Methods Ten first‐ to third‐grade students (ages 6–9 …
Long-term assessment of hybrid period first graders’ reading and writing fluency
We assessed second-graders who were in the first-grade during COVID-19 school closures’ reading and writing fluency. We then investigated how hybrid instruction influenced these students’ literacy development after two years of uninterrupted in-person instruction. We compared 100 students from 15 schools based on their language background (monolingual vs. bilingual) and place of residence (village vs. urban center). We also predicted our second-p…
Psychology (21 works) · Linguistics (17 works) · Mathematics education (16 works) · Reading and Literacy Development (15 works) · Fluency (10 works) · Pedagogy (9 works) · Reading (process (7 works) · Reading (process) (7 works) · Literacy (6 works) · Philosophy (6 works)