Podcasts and Webinars
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Triple R Teaching Podcast #101: How to implement Reader’s Theater: with Dr. Chase Young
In today’s discussion about fluency, Dr. Chase Young shows us exactly how to implement Reader’s Theater in the classroom. You’ll love this entertaining episode! |
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Episode 122: Reading as Science AND Art with Tim Rasinski, David Paige, & Chase Young
Today Melissa and Lori talk with authors Chase Young, David Paige, and Timothy V. Rasinski, authors of the book, Artfully Teaching the Science of Reading. Teaching artfully means teaching authentically, aesthetically, and creatively. This book shares how to teach the five pillars of reading (phonemic awareness, phonics, vocabulary, fluency, and comprehension) artfully. It’s important to really know what you’re doing in order to be artful in your teaching. |
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Phenomenal Spotlight: Artfully Teaching the Science of Reading
The Phenomenal Student podcast was created with the vision to bring you interviews of Phenomenal experts, educators and students. Additionally, the focus to bring diverse voices to the educational discussion, so that the profession can move forward. Give the podcast a try and you'll Grow, Achieve and Lead. Be Phenomenal, Mr. Short |
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Artfully Teaching the Science of Reading by Chase Young, David Paige and Timothy V. Rasinski: An interview conducted by Dr. Sam Bommarito
This week I had an amazing moment in my professional career. I was able to interview three giants from the literacy world. Each is a well-credentialed, well-known researcher in the field of literacy. All of them have served in multiple important positions. It was an honor to be talking to such a distinguished group. Here is a brief biography of each author taken from the back of their newest book. |
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Fluency Q&A. Teaching Literacy Podcast with Tim Rasinski, Chase Young, and Jake Downs.
In this episode, Dr. Tim Rasinski and Dr. Chase Young answer YOUR questions on reading fluency. We sent out a questionnaire in July for educators to submit questions about reading fluency. A big thanks to all who submitted questions, we received a worldwide response. Tiered Fluency Support Part 1. Teaching Literacy Podcast with Chase Young Join me this episode in an excellent discussion on reading fluency with Dr. Chase Young. Dr. Young is an associate professor at Sam Houston State University, and author of the recent book Tiered Fluency Instruction: Supporting Diverse Learners in Grades 2-5. In this two-part interview we discuss the components of fluency and how readers theater can be used to support fluency development. Dr. Young has a wealth of knowledge on fluency he shares with this. This episode has plenty of takeaways for your classroom instruction. Tiered Fluency Support Part 2. Teaching Literacy Podcast with Chase Young Join us for part 2 of our conversation with Dr. Chase Young on strategies for supporting student fluency using the RTI framework. It’s great conversation on Tier 2 and Tier 3 strategies. |
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Expert Panel Discussion: Performance-Based Reading with Tim Rasinski, Chase Young, and Nile Stanley (Capstone Professional Webinar Series)
Join our panel of experts for a lively talk about how to integrate performance activities into your classroom. The presenters will discuss how teachers can create a context for reading fluency instruction by engaging students in reading performance activities. These activities include readers theater, poetry slams, and other research-based methods proven to develop reading fluency as well as overall reading proficiency. |
Links to PublicationsRasinski, T., Galeza, A., Vogel, L. Viton, B., Rundo, H., Royan, E., Nemer, R., Bartholomew, M., Kaewkaemket, C.2, Stokes, F.2, Young, C., & Paige, D. (in press). Oral reading fluency of college graduates: Toward a deeper understanding of college ready fluency. Journal of Adolescent and Adult Literacy.
Rasinski, T., Paige, D., Yildrim, K., & Young, C. (in press). The art and science of reading fluency and fluency instruction. In Davies, P., Clinton, E., & Carolyn, G. (Eds.), International encyclopedia of education – 4th Edition. Oxford: Elsevier. Young, C., Paige, D., Rasinski, T., & Rupley, W. (2022). Using the F-Word in your classroom: A survey of literacy teachers and leaders’ understandings of reading fluency. Association of Literacy Educators and Researchers Yearbook, 43. Rogers, P. M., Marine, J. M., Ives, S. T., Parsons, S. A., Horton, A., & Young, C. (2022). Validity evidence for a formative writing engagement assessment in elementary grades. Assessment in Education: Principles, Policy & Practice, 29(2), 262-284. Maynard, C., & Young, C. (2022). The results of using a traits-based rubric on the writing performance of third grade students. Texas Journal of Literacy Education, 9(2), 102-128. Young, C., Durham, P., Rasinski, T., Godwin, A., & Miller, M. (2021). Closing the gender gap in reading with readers theater. Journal of Educational Research, 114(5), 495-511. Paige, D., Young, C., Rasinski, T., Rupley, W., Nichols, W, & Valerio, M. (2021). Teaching reading is more than a science: It’s also an art. Reading Research Quarterly, 56(S1), S339– S350. Lowers, J., Young, C., & Rasinski, T. (2021). What students think about readers theater. Ubiquity: The Journal of Literature, Literacy, and the Arts, 7(2), 79-102.
Kuhn, M., Rasinski, T., & Young, C. (in press). Best practices in reading fluency instruction. In Gambrell, L., & Morrow, L. (Eds.) Best practices in literacy instruction (7th Ed.). New York, NY: Guilford Press. Rasinski, T., Young, C., & Valerio, M. (2021). Literacy achievement in the elementary years. In Wepner, S., & Quatroche, D. (Eds.) The administration and supervision of literacy programs, 6th Edition. New York, NY: Teachers College Press. Young, C., Rasinski, T, & Landreth, S.2 (2021). Principles of effective reading fluency instruction. In Parsons, S., & Vaughn, M. (Eds.) Principles of effective literacy instruction. New York, NY: Guilford Press. Zimmerman, A., Otieno, T., Wilson, J., Young, C., Gottlieb J., Ngwudike, B., & Schmidt, M. (2021). What we learned about getting started with data-use through self study. In Peck, C., Cuthrell, K., Pointer-Mace, D., Sloan, T., & Lys, D. (Eds.). Using data for program improvement in teacher education: Moving evidence into action New York, NY: Teachers College Press. Young, C., & Murphy, B. (2021). Implementing literature circles that support inclusive, diverse, and effective discussions. In Thompson, W., & Coffey, D. (Eds) Socioculturally focused education: Education for a just society. Lanham, MD: Lexington Books. Rasinski, T., & Young, C. (2021). Fluency. In Thomas, D. (Ed.) Teaching and Learning Primary English. Oxford, United Kingdom: Oxford University Press Rasinski, T., Nichols, W., Paige, D., Rupley, W., Young, C., & Valerio, M. (2020, September/October). Teaching reading is a blend of art and science. Literacy Today. Newark, DE: International Reading Association. Young, C., Rasinski, T., Paige, D., & Rupley, W. (2020, May/June). Defining fluency: Finding the missing pieces for reading fluency. Literacy Today. Newark, DE: International Reading Association. Young, C., Mohr, K. A. J., Landreth, S. (2020). Improving boys’ reading comprehension with readers theatre. Journal of Research in Reading, 43(3), 347-363. Rasinski, T., Yates, R., Foerg, K., Greene, K., Paige, D., Young, C, & Rupley, W. (2020). The impact of classroom-based fluency instruction for grade 1 students in an urban elementary school. Education Sciences, 10(9), 227-237. Young, C., Polk, L., Durham, P., & Kerbs, M. (2020). The boys are back and they’re looking for drama. Texas Journal of Literacy Education, 8(1), 112-125. Ives, S., Parsons, S., Parson, A. W., Robertson, D., Daoud, N., Young, C., & Polk, L.2 (2020). Elementary students’ motivation to read and genre preferences. Reading Psychology, 41(2), 660-679. Young, C., Lagrone, S., & McCauley, J. (2020). Reading Like Me: An intervention for struggling readers. Education Sciences, 10(3), 1-11. Young, C., Durham, P., Miller, M., Rasinski, T., & Lane, F. (2019). Improving reading comprehension with readers theater. Journal of Educational Research, 112(5), 615-626. Young, C. (2019). Increased frequency and planning: A more effective approach to guided reading in Grade 2. Journal of Educational Research. 112(1), 121-130. Young, C., & Ortlieb, E. (2019). Implementing readers theater in secondary classrooms. Reading Psychology. 39(8), 879-897. Young, C., Durham, P., & Rosenbaum-Martinez, C. (2018). A stacked approach to reading intervention: Increasing second and third graders’ independent reading levels with an intervention program. Journal of Research in Childhood Education, 32(2), 181-189. Young, C., Pearce, D., Gomez, J., Christensen, R., Pletcher, B., & Fleming, K. (2018). Examining the effects of Read Two Impress and the Neurological Impress Method. Journal of Educational Research, 111(6), 657-665. Stokes, F., & Young, C. (2018). Research on readers theater. Association of Literacy Educators and Researchers Yearbook, 40, 133-144. Young, C., & Mohr, K. (2018). Exploring factors that influence quality literature circles. Literacy Research and Instruction, 57(1), 44-58. Young, C., & Rasinski, T. (2018). Readers Theatre: Effects on word recognition automaticity and reading prosody. Journal of Research in Reading, 41(3), 475-485. Kuhn, M., Rasinski, T., & Young, C. (2018). Best practices in reading fluency instruction. In Gambrell, L., & Morrow, L. (Eds.) Best practices in literacy instruction (6th Ed.). New York, NY: Guilford Press. Young, C., Stokes, F., & Rasinski, T. (2017). Readers Theater plus comprehension and word study. Reading Teacher, 71(3), 351-355. Rasinski, T., Nageldinger, J., & Young, C. (2017). Reading fluency should be authentic reading. Michigan Reading Journal, 49(2), 53-56. Rasinski, T., & Young, C. (2017). Primary grade students who struggle in reading. In Forlin, C., & Milton, N. (Eds.) Inclusive principles and practices in literacy education. Bingley, UK: Emerald Group. Young, C., & Rasinski, T. (2017). Why reading fluency matters. In Soll, K. (Ed.). Comprehensive literacy basics. North Mankato, MN: Maupin House Publishing, Inc. Rasinski, T., Stokes, F., & Young, C. (2017). The role of the teacher in readers theater. Texas Journal of Literacy Education, 5(2), 168-174. Young, C., Rasinski, T., & Stokes, F. (2017, June 15). Finding scripts for readers theater [Web Log Post]. Literacy Daily. Retrieved from: https://www.literacyworldwide.org/blog/literacy-daily/2017/06/15/finding-scripts-for-readers-theatre Young, C. (2017, March 30). The literacy-movie-making connection [Web Log Post]. Literacy Daily. Retrieved from: https://www.literacyworldwide.org/blog/literacy-daily/2017/03/30/the-literacy-movie-making-connection |
Young, C., Valadez, C., & Power-Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research.
Young, C., & Mohr, K. A. J. (2016). Successful literacy interventions: An RtI case-study analysis. In S. Garrett (Ed.). CEDER Yearbook. Texas A&M University-Corpus Christi: Center for Educational Development, Evaluation, and Research. Young, C. (2016). Assuming an epistemology of emergence: Classrooms as complex adaptive systems. In Erçetin, Ş. (ed.). Chaos, complexity, and leadership. Cham, Switzerland: Springer International Publishing. Young, C., Valadez, C., & Power-Gandara, C. (i2015). Fun, engaging, and effective methods to enhance reading fluency. Association of Literacy Educators and Researchers Yearbook, 37. Young, C. & Stover, K. (2015). Promoting revision through blogging in a second grade classroom. Texas Journal of Literacy Education, 3(1), 14-28. Rasinski, T., & Young, C. (2015). Fluency matters. Connecticut Reading Association Journal, 3(1), 21-26. Young, C., & Rasinski, T. (2015). Student-produced movies as authentic reading fluency Instruction in Rasinski, T., Pytash, K., & Ferdig, R. (eds.). Using technology to enhance reading instruction: Innovative approaches to literacy. Bloomington, IN: Solution Tree. Young, C., Mohr, K. A. J., & Rasinski, T. (2015). Reading together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. Young, C., Stover, K., & Pletcher, B. (2015). Digital reader response: Creating book trailers with Explain Everything. (1st Ed., Vol. 7). Technology and Literacy Education Newsletter. Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal, 50(1), 1-4. Young, C., & Nageldinger, J. (2014). Considering the context and texts for fluency: Performance, readers theatre, and poetry. International Electronic Journal of Elementary Education, 7(1), 47-56. Young, C. (2014). Diary of a second grade teacher. Perspectives and Provocations in Early Childhood Education, 4(1), 100-102. Young, C. (2014). Teaching reading skills: How to implement readers theater. Daily Teaching Tools. Retrieved from: http://www.dailyteachingtools.com/teaching-reading-skills.html Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. Texas Journal of Literacy Education, 2(1), 23-34. Young, C., Isbell, L., Morton, T., Naizer, G., & Williams, S. (2014). A Letter from the editors. Journal of Teacher Action Research, 1(1), 1. Stover, K., & Young, C. (2014). Explain everything: Using screencasting applications in the classroom. Reading Today, 32(1) Young, C. (2014). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 2014, 6(3), 427-440. Rasinski, T., Murphy, D., & Young, C. (2014). Readers theater scripts: Texas history. Huntington Beach, CA: Shell Education. Stover, K., & Young, C. (2014). Using 21st century technologies to edit and revise in Ferdig, R., Rasinski, T., & Pytash, K. (Eds). Using technology to enhance writing: Innovative approaches to literacy instruction. Bloomington, IN: The Solution Tree. Young, C., & Stover, K. (2013). “Look what I did!” Student conferences with text-to-speech software. Reading Teacher, 67(4), 269-272. Young, C., & Rasinski, T. (2013). Student produced movies as a medium for literacy development. Reading Teacher, 66(8), 670-675. Young, C. J. (2013). Repeated readings through readers theater. In Rasinski, T., & Padak, N (Eds.). From fluency to comprehension: Powerful instruction through authentic reading. New York, NY: Guilford Press. Young, C., & Swanner, L. (2012). Conferring with an avatar. In Richards, J., Lassonde, C. (Eds.). Strategic writing mini-lessons for all students, grades 4-8. Thousand Oaks, CA: Corwin Press. Mohr, K. A. J., Dixon, K., & Young, C. J. (2012) Effective and efficient: Maximizing literacy assessment and instruction. In Ortlieb, E. T., & Cheek, Jr., E. H. (Eds.). Literacy Research, Practice, and Evaluation: Vol. 1. Using informative assessments for effective literacy practices. Bingley, UK: Emerald Group. Young, C., & Rasinski, T. (2011). Enhancing authors' voice through scripting. Reading Teacher, 65(1), 24–28. Rasinski, T., & Young, C. (2011). Mentoring authors’ voice through readers’ theatre. In Richards, J., Lassonde, C. (Eds.). Writing Strategies for All Primary Students. New York: Jossey-Bass. Young, C. J. (2010, July). Review of Building the Reading Brain, PreK-3 (2nd ed.) by Nevills, P., & Wolfe, P., Education Review, 20-24. Young C., & Rasinski, T. (2009). Implementing readers theatre as an approach to classroom fluency instruction. The Reading Teacher, 63(1), 4-13. 
Young, C., & Mohr, K. A. J. (2016). Student facilitation in peer-led literature circle discussions. Journal of Classroom Interaction 51(1), 46-64.
Young, C., Rasinski, T., & Mohr, K. A. J. (2016). Read Two Impress: An intervention for disfluent readers. Reading Teacher, 69(6), 633-636. |