Articles and Book Chapters
Peer-Reviewed
Young, C., Mitchell-Yellin, B., & Randall, G. (in press). Engaging classroom observation: A brief measure of active learning in the college classroom. Active Learning in Higher Education. https://doi.org/10.1177/14697874241229421
Hautala, J., Karhunen, R., Junttila, E., Ronimus, M., & Young, C. (in press). The goal to perform in readers' theater motivates boys who struggle with reading. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2023.2301092
Hamby, Z., Young, C., & Ortlieb, E. (2023). Improving high school students’ reading comprehension using scripted stories. Yearbook of the Association of Literacy Educators and Researchers. 44, 187-200.
Coyne, J., Hollis, T., Thompson, J., & Young, C. (2023). Examining the differential effects of the 4+1 TEACH pathway to a year-long residency model. The Texas Forum of Teacher Education, 14(1), 36-45. https://txate.org/resources/Documents/Forum%202023-%20Coyne%20et%20al.pdf
Downs, J., Mohr, K. A. J., & Young, C. (2023). A historical narrative of synchronous paired oral reading techniques in elementary classrooms. Journal of Research in Reading, 46(1), 42-63. https://doi.org/10.1111/1467-9817.12413
Rasinski, T., Galeza, A., Vogel, L. Viton, B., Rundo, H., Royan, E., Nemer, R., Bartholomew, M., Kaewkaemket, C., Stokes, F., Young, C., & Paige, D. (2022). Oral reading fluency of college graduates: Toward a deeper understanding of college ready fluency. Journal of Adolescent and Adult Literacy, 66(1), 23-30. https://doi.org/10.1002/jaal.1248
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. https://www.aleronline.org/page/yearbook
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. https://doi.org/10.1080/0969594X.2022.2054942
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. https://www.talejournal.com/index.php/TJLE/article/view/92
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. https://doi.org/10.1080/00220671.2021.1986460
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. https://doi.org/10.1002/rrq.388
Landreth, S., & Young, C. (2021). Developing fluency and comprehension with the secondary fluency routine. Journal of Educational Research, 114(3), 252-262. https://doi.org/10.1080/00220671.2021.1910475
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. http://ed-ubiquity.gsu.edu/wordpress/lowers-et-al-synthesis-vol-7-issue-2/
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. https://doi.org/10.1111/1467-9817.12307
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. https://doi.org/10.3390/educsci10090227
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. https://www.talejournal.com/index.php/TJLE/article/view/52
Ives, S., Parsons, S., Parson, A. W., Robertson, D., Daoud, N., Young, C., & Polk, L. (2020). Elementary students’ motivation to read and genre preferences. Reading Psychology, 41(2), 660-679. https://doi.org/10.1080/02702711.2020.1783143
Young, C., Lagrone, S.2, & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 1-11. https://doi.org/10.3390/educsci10030057
Blackwell, W.1, Gomez, M., Cole, C., & Young, C. (2020). Examining the preparedness of educational diagnosticians in Texas. Journal of Human Services: Training, Research, & Practice, 6(1), 1-28. https://scholarworks.sfasu.edu/jhstrp/vol6/iss1/6
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. https://doi.org/10.1080/00220671.2019.1649240
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. https://doi.org/10.1080/00220671.2018.1451814
Young, C., & Ortlieb, E. (2019). Implementing readers theater in secondary classrooms. Reading Psychology. 39(8), 879-897. https://doi.org/10.1080/02702711.2018.1555364
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. https://doi.org/10.1080/00220671.2017.1393650
Young, C., & Rasinski, T. (2018). Readers Theatre: Effects on word recognition automaticity and reading prosody. Journal of Research in Reading, 41(3), 475-485. https://doi.org/10.1111/1467-9817.12120
Stokes, F.2, & Young, C. (2018). Research on readers theater. Association of Literacy Educators and Researchers Yearbook, 40, 133-144. https://www.aleronline.org/page/yearbook
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. https://doi.org/10.1080/02568543.2017.1418771
Young, C., & Mohr, K. (2018). Exploring factors that influence quality literature circles. Literacy Research and Instruction, 57(1), 44-58. https://doi.org/10.1080/19388071.2017.1366606
Young, C., Stokes, F., & Rasinski, T. (2017). Readers Theater plus comprehension and word study. Reading Teacher, 71(3), 351-355. https://doi.org/10.1002/trtr.1629
Rasinski, T., Nageldinger, J., & Young, C. (2017). Reading fluency should be authentic reading. Michigan Reading Journal, 49(2), 53-56. https://scholarworks.gvsu.edu/mrj/vol49/iss2/11/
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624-630. https://doi.org/10.1080/00220671.2015.1016599
Ortlieb, E., & Young, C. (2016). Never too old: A how-to guide for developing adult readers’ oral reading skills. Journal of Adolescent and Adult Literacy. 60(2), 213-216. https://doi.org/10.1002/jaal.568
Young, C., Rasinski, T., & Mohr, K. A. J. (2016). Read Two Impress: An intervention for disfluent readers. Reading Teacher, 69(6), 633-636. https://doi.org/10.1002/trtr.1391
Young, C., & Mohr, K. A. J. (2016). Student facilitation in peer-led literature circle discussions. Journal of Classroom Interaction 51(1), 46-64. https://www.jstor.org/stable/pdf/26174349.pdf
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., Mohr, K. A. J., & Rasinski, T. (2015). Reading together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. https://doi.org/10.1080/19388071.2014.976678
Young, C., Valadez, C., & Power-Gandara, C. (2015). Rock and Read: Fun, engaging, and effective methods to enhance reading fluency. Association of Literacy Educators and Researchers Yearbook, 37, 105-116. https://www.aleronline.org/page/yearbook
Young, C. (2015). Assuming an epistemology of emergence: Classrooms as complex adaptive systems. In Erçetin, Ş. (ed.). Chaos, complexity, and leadership. Cham, Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-18693-1_13
Young, C. & Stover, K. (2015). Promoting revision through blogging in a second grade classroom. Texas Journal of Literacy Education, 3(1), 14-28. https://archive.org/details/ERIC_EJ1110827
Rasinski, T., & Young, C. (2015). Fluency matters. Connecticut Reading Association Journal, 3(1), 21-26. http://www.thebestclass.org/uploads/5/6/2/4/56249715/craj-v3n1-3featurerasinski.pdf
Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. Texas Journal of Literacy Education, 2(1), 23-34. https://eric.ed.gov/?id=EJ1110928
Young, C. (2014). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 2014, 6(3), 427-440. https://files.eric.ed.gov/fulltext/EJ1053601.pdf
Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal, 50(1), 1-4. http://www.thebestclass.org/uploads/5/6/2/4/56249715/assistedreading.pdf
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. https://eric.ed.gov/?id=EJ1053600
Young, C., & Stover, K. (2013). “Look what I did!” Student conferences with text-to-speech software. Reading Teacher, 67(4), 269-272. https://doi.org/10.1002/TRTR.1196
Young, C., & Rasinski, T. (2013). Student produced movies as a medium for literacy development. Reading Teacher, 66(8), 670-675. https://doi.org/10.1002/trtr.1175
Young, C., & Rasinski, T. (2011). Enhancing authors' voice through scripting. Reading Teacher, 65(1), 24–28. https://doi.org/10.1598/RT.65.1.3
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. Reading Teacher, 63(1), 4-13. https://doi.org/10.1598/RT.63.1.1
Book Chapters
Kuhn, M., Rasinski, T., & Young, C. (2023). 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., Paige, D., Yildrim, K., & Young, C. (2022). 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.
Ives, S., Parsons, S., Marine, J., Rogers, P., Horton, A., & Young, C. (2022). Students' writing engagement. In Hodges, T. (Ed.). Handbook of research on writing instruction Practices for equitable and effective teaching. IGI Global.
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
Young, C., Lagrone, S.2, & McCauley, J.1 (2020). Read like me: An intervention for struggling readers. In Rasinski, T., Rupley, W., Paige, D., & Young, C. (Eds.) Reading fluency (pp. 63-74). Basel, Switzerland: Multidisciplinary Digital Publishing Institute.
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.
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.
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.
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. 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.1 (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.1, & 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.
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.
Invited/Non-Refereed Publications
Rasinski, T., Young, C. , & Galeza, A. (2024, April/May/June). Learning through music: How singing can help stop the summer set back. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, January/February/March). Developing reading comprehension in early readers. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, January/February/March). Reading stamina, fluency, and volume. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, February). Reader’s Theater: Develops joyful reading, fluency, and comprehension. The Robb Review Blog. https://therobbreviewblog.com/uncategorized/readers-theater/
Paige, D., Rasinski, T., & Young, C. (2022, January/February/March). Revisiting repeated readings. Literacy Today. Newark, DE: International Reading Association.
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. (2020). Foreword. In Rasinski, T., Padak, N., Newton, R., & Newton, E. Greek and Latin roots: Keys to building vocabulary (2nd Edition). Huntington Beach, CA: Shell Education.
Rasinski, T., Stokes, F.2, & 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.2 (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., Stover, K., & Pletcher, B.1 (2015). Digital reader response: Creating book trailers with Explain Everything. (1st Ed., Vol. 7). Technology and Literacy Education Newsletter.
Stover, K., & Young, C. (2014). Explain everything: Using screencasting applications in the classroom. Reading Today, 32(1).
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., Mitchell-Yellin, B., & Randall, G. (in press). Engaging classroom observation: A brief measure of active learning in the college classroom. Active Learning in Higher Education. https://doi.org/10.1177/14697874241229421
Hautala, J., Karhunen, R., Junttila, E., Ronimus, M., & Young, C. (in press). The goal to perform in readers' theater motivates boys who struggle with reading. Journal of Research in Childhood Education. https://doi.org/10.1080/02568543.2023.2301092
Hamby, Z., Young, C., & Ortlieb, E. (2023). Improving high school students’ reading comprehension using scripted stories. Yearbook of the Association of Literacy Educators and Researchers. 44, 187-200.
Coyne, J., Hollis, T., Thompson, J., & Young, C. (2023). Examining the differential effects of the 4+1 TEACH pathway to a year-long residency model. The Texas Forum of Teacher Education, 14(1), 36-45. https://txate.org/resources/Documents/Forum%202023-%20Coyne%20et%20al.pdf
Downs, J., Mohr, K. A. J., & Young, C. (2023). A historical narrative of synchronous paired oral reading techniques in elementary classrooms. Journal of Research in Reading, 46(1), 42-63. https://doi.org/10.1111/1467-9817.12413
Rasinski, T., Galeza, A., Vogel, L. Viton, B., Rundo, H., Royan, E., Nemer, R., Bartholomew, M., Kaewkaemket, C., Stokes, F., Young, C., & Paige, D. (2022). Oral reading fluency of college graduates: Toward a deeper understanding of college ready fluency. Journal of Adolescent and Adult Literacy, 66(1), 23-30. https://doi.org/10.1002/jaal.1248
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. https://www.aleronline.org/page/yearbook
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. https://doi.org/10.1080/0969594X.2022.2054942
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. https://www.talejournal.com/index.php/TJLE/article/view/92
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. https://doi.org/10.1080/00220671.2021.1986460
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. https://doi.org/10.1002/rrq.388
Landreth, S., & Young, C. (2021). Developing fluency and comprehension with the secondary fluency routine. Journal of Educational Research, 114(3), 252-262. https://doi.org/10.1080/00220671.2021.1910475
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. http://ed-ubiquity.gsu.edu/wordpress/lowers-et-al-synthesis-vol-7-issue-2/
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. https://doi.org/10.1111/1467-9817.12307
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. https://doi.org/10.3390/educsci10090227
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. https://www.talejournal.com/index.php/TJLE/article/view/52
Ives, S., Parsons, S., Parson, A. W., Robertson, D., Daoud, N., Young, C., & Polk, L. (2020). Elementary students’ motivation to read and genre preferences. Reading Psychology, 41(2), 660-679. https://doi.org/10.1080/02702711.2020.1783143
Young, C., Lagrone, S.2, & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 1-11. https://doi.org/10.3390/educsci10030057
Blackwell, W.1, Gomez, M., Cole, C., & Young, C. (2020). Examining the preparedness of educational diagnosticians in Texas. Journal of Human Services: Training, Research, & Practice, 6(1), 1-28. https://scholarworks.sfasu.edu/jhstrp/vol6/iss1/6
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. https://doi.org/10.1080/00220671.2019.1649240
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. https://doi.org/10.1080/00220671.2018.1451814
Young, C., & Ortlieb, E. (2019). Implementing readers theater in secondary classrooms. Reading Psychology. 39(8), 879-897. https://doi.org/10.1080/02702711.2018.1555364
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. https://doi.org/10.1080/00220671.2017.1393650
Young, C., & Rasinski, T. (2018). Readers Theatre: Effects on word recognition automaticity and reading prosody. Journal of Research in Reading, 41(3), 475-485. https://doi.org/10.1111/1467-9817.12120
Stokes, F.2, & Young, C. (2018). Research on readers theater. Association of Literacy Educators and Researchers Yearbook, 40, 133-144. https://www.aleronline.org/page/yearbook
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. https://doi.org/10.1080/02568543.2017.1418771
Young, C., & Mohr, K. (2018). Exploring factors that influence quality literature circles. Literacy Research and Instruction, 57(1), 44-58. https://doi.org/10.1080/19388071.2017.1366606
Young, C., Stokes, F., & Rasinski, T. (2017). Readers Theater plus comprehension and word study. Reading Teacher, 71(3), 351-355. https://doi.org/10.1002/trtr.1629
Rasinski, T., Nageldinger, J., & Young, C. (2017). Reading fluency should be authentic reading. Michigan Reading Journal, 49(2), 53-56. https://scholarworks.gvsu.edu/mrj/vol49/iss2/11/
Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624-630. https://doi.org/10.1080/00220671.2015.1016599
Ortlieb, E., & Young, C. (2016). Never too old: A how-to guide for developing adult readers’ oral reading skills. Journal of Adolescent and Adult Literacy. 60(2), 213-216. https://doi.org/10.1002/jaal.568
Young, C., Rasinski, T., & Mohr, K. A. J. (2016). Read Two Impress: An intervention for disfluent readers. Reading Teacher, 69(6), 633-636. https://doi.org/10.1002/trtr.1391
Young, C., & Mohr, K. A. J. (2016). Student facilitation in peer-led literature circle discussions. Journal of Classroom Interaction 51(1), 46-64. https://www.jstor.org/stable/pdf/26174349.pdf
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., Mohr, K. A. J., & Rasinski, T. (2015). Reading together: A successful reading fluency intervention. Literacy Research and Instruction, 54(1), 67-81. https://doi.org/10.1080/19388071.2014.976678
Young, C., Valadez, C., & Power-Gandara, C. (2015). Rock and Read: Fun, engaging, and effective methods to enhance reading fluency. Association of Literacy Educators and Researchers Yearbook, 37, 105-116. https://www.aleronline.org/page/yearbook
Young, C. (2015). Assuming an epistemology of emergence: Classrooms as complex adaptive systems. In Erçetin, Ş. (ed.). Chaos, complexity, and leadership. Cham, Switzerland: Springer International Publishing. https://link.springer.com/chapter/10.1007/978-3-319-18693-1_13
Young, C. & Stover, K. (2015). Promoting revision through blogging in a second grade classroom. Texas Journal of Literacy Education, 3(1), 14-28. https://archive.org/details/ERIC_EJ1110827
Rasinski, T., & Young, C. (2015). Fluency matters. Connecticut Reading Association Journal, 3(1), 21-26. http://www.thebestclass.org/uploads/5/6/2/4/56249715/craj-v3n1-3featurerasinski.pdf
Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. Texas Journal of Literacy Education, 2(1), 23-34. https://eric.ed.gov/?id=EJ1110928
Young, C. (2014). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 2014, 6(3), 427-440. https://files.eric.ed.gov/fulltext/EJ1053601.pdf
Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal, 50(1), 1-4. http://www.thebestclass.org/uploads/5/6/2/4/56249715/assistedreading.pdf
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. https://eric.ed.gov/?id=EJ1053600
Young, C., & Stover, K. (2013). “Look what I did!” Student conferences with text-to-speech software. Reading Teacher, 67(4), 269-272. https://doi.org/10.1002/TRTR.1196
Young, C., & Rasinski, T. (2013). Student produced movies as a medium for literacy development. Reading Teacher, 66(8), 670-675. https://doi.org/10.1002/trtr.1175
Young, C., & Rasinski, T. (2011). Enhancing authors' voice through scripting. Reading Teacher, 65(1), 24–28. https://doi.org/10.1598/RT.65.1.3
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. Reading Teacher, 63(1), 4-13. https://doi.org/10.1598/RT.63.1.1
Book Chapters
Kuhn, M., Rasinski, T., & Young, C. (2023). 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., Paige, D., Yildrim, K., & Young, C. (2022). 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.
Ives, S., Parsons, S., Marine, J., Rogers, P., Horton, A., & Young, C. (2022). Students' writing engagement. In Hodges, T. (Ed.). Handbook of research on writing instruction Practices for equitable and effective teaching. IGI Global.
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
Young, C., Lagrone, S.2, & McCauley, J.1 (2020). Read like me: An intervention for struggling readers. In Rasinski, T., Rupley, W., Paige, D., & Young, C. (Eds.) Reading fluency (pp. 63-74). Basel, Switzerland: Multidisciplinary Digital Publishing Institute.
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.
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.
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.
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. 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.1 (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.1, & 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.
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.
Invited/Non-Refereed Publications
Rasinski, T., Young, C. , & Galeza, A. (2024, April/May/June). Learning through music: How singing can help stop the summer set back. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, January/February/March). Developing reading comprehension in early readers. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, January/February/March). Reading stamina, fluency, and volume. Literacy Today. Newark, DE: International Reading Association.
Young, C. (2024, February). Reader’s Theater: Develops joyful reading, fluency, and comprehension. The Robb Review Blog. https://therobbreviewblog.com/uncategorized/readers-theater/
Paige, D., Rasinski, T., & Young, C. (2022, January/February/March). Revisiting repeated readings. Literacy Today. Newark, DE: International Reading Association.
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. (2020). Foreword. In Rasinski, T., Padak, N., Newton, R., & Newton, E. Greek and Latin roots: Keys to building vocabulary (2nd Edition). Huntington Beach, CA: Shell Education.
Rasinski, T., Stokes, F.2, & 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.2 (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., Stover, K., & Pletcher, B.1 (2015). Digital reader response: Creating book trailers with Explain Everything. (1st Ed., Vol. 7). Technology and Literacy Education Newsletter.
Stover, K., & Young, C. (2014). Explain everything: Using screencasting applications in the classroom. Reading Today, 32(1).
Young, C. (2014). Teaching reading skills: How to implement readers theater. Daily Teaching Tools. Retrieved from: http://www.dailyteachingtools.com/teaching-reading-skills.html