The editors of "What Research Has to Say about Reading Instruction" present the most recent research on fluency and show how it can be put into practice. A resource for classroom teachers and teacher educators alike, the reader-friendly text offers a range of expert perspectives on the key aspects of fluency such as: (1) history and definitions; (2) instruction and development; (3) measurement and assessment; and (4) issues for struggling readers, English-language learners, and students with dyslexia. Discussion questions encourage further thinking and reflection for individual and group study. Following an introduction, Reading Fluency Instruction: Will It Be a Passing Fad or a Permanent Fixture? (S. Jay Samuels and Alan E. Farstrup), this book is divided into 10 chapters: (1) A Brief History of Reading Fluency (Timothy V. Rasinski); (2) Toward a Model of Reading Fluency (S. Jay Samuels); (3) Instruction and Development of Reading Fluency in Struggling Readers (Michael Pressley, Irene W. Gaskins, and Lauren Fingeret); (4) Fluency: A Developmental and Language Perspective (John J. Pikulski); (5) Fluency: Still Waiting After All These Years (Richard L. Allington); (6) Building Reading Fluency: Cognitive, Behavioral, and Socioemotional Factors and the Role of Peer-Mediated Learning (Keith J. Topping); (7) Reading Fluency: Critical Issues for Struggling Readers (Joseph K. Torgesen and Roxanne F. Hudson); (8) Perspectives on Fluency: English-Language Learners and Students with Dyslexia (Theresa J. Palumbo and Jennifer R. Willcutt); (9) Curriculum-Based Measurement of Oral Reading: An Indicator of Growth in Fluency (Stanley L. Deno and Douglas Marston); and (10) Becoming Fluent: Repeated Reading with Scaffolded Texts (Elfrieda H. Hiebert). This book concludes with an author index; and a subject index.