Artfully Teaching Reading with Project Based Learning: Lessons for the Elementary Classroom
by Chase Young, Seth Parsons, and Allison Parsons
This book connects evidence-based approaches with project-based learning so that you can help your students develop their literacy skills in engaging and authentic ways. There are so many real-world scenarios that can be used in classrooms, such as newscasts, podcasts, and movie-making, all of which require skills that can be taught discretely and explicitly so that students can accomplish the goals of each project. This book takes the research in reading and translates it into structured projects that you can integrate into your lesson plans. Once the research is described, the authors list the skills necessary to complete the project and the ways that these skills can be taught in structured and explicit ways, many of which are embedded in the project itself. Each chapter contextualizes the skills within the Active View of Reading. Then, step-by-step instructions are given on how to complete the project. Each chapter includes an example activity and lesson plan that you can incorporate into your teaching immediately. Through the integration of the science of reading and project-based learning, this is a key resource for elementary school reading teachers. With the strategies and ideas outlined in this book, you can see how evidence-based instruction can be fun and connected to authentic experiences.
Artfully Teaching the Science of Reading
by Chase Young, David Paige, and Timothy Rasinski
This inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Rasinski, and Paige describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase students’ motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more.
This essential roadmap for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.
Book Study Materials Here!
This essential roadmap for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.
Book Study Materials Here!
Build Reading Fluency: Practice and Performance with Reader's Theater and More
by Timothy Rasinski and Chase Young
Discover innovative ways to incorporate fluency practice into literacy instruction! This professional development resource provides teachers with engaging and practical strategies for bringing fluency instruction into daily reading routines.
Written by Timothy Rasinski and Chase Young, this second edition is updated throughout with new instructional strategies and interventions. These two educators have combined their expertise in fluency, literacy, and reader's theater to create a meaningful guide for teachers to provide authentic purposeful reading opportunities for their students. With this book, teachers have all the tools they need to improve fluency, vocabulary, and automaticity in their students. Help every student become a confident and fluent reader with this relevant resource!
Written by Timothy Rasinski and Chase Young, this second edition is updated throughout with new instructional strategies and interventions. These two educators have combined their expertise in fluency, literacy, and reader's theater to create a meaningful guide for teachers to provide authentic purposeful reading opportunities for their students. With this book, teachers have all the tools they need to improve fluency, vocabulary, and automaticity in their students. Help every student become a confident and fluent reader with this relevant resource!
Tiered Fluency Instruction: From Science of Reading to Effective Reading Fluency Instruction and Interventions
by Chase Young and Timothy Rasinski
Fluency is an important part of reading comprehension, and this book provides teachers with the instructional tools necessary to develop reading fluency for all elementary learners, so they can grow into proficient readers. The chapters include ways to assess students in fluency and approaches to fluency instruction using the Response to Intervention model. Young and Rasinski describe whole group activities that can be used daily in the classroom as well as small group instruction for students who need more support. For students who find reading most difficult, the authors provide several options for one-on-one intense interventions. The final chapter demonstrates how reading fluency instruction can be integrated with technology.
This is a newly printed version of Tiered Fluency Instruction.
Book Study Materials Here!
This is a newly printed version of Tiered Fluency Instruction.
Book Study Materials Here!
"For classroom teachers committed to continuing the inclusion of fluency development in their elementary school reading curriculum, this resource is a must have. Its practical approach provides multiple illustrative classroom cases, making the use of the fluency instruction and assessments provided within this new book very accessible. Get this resource; it will be well worth the investment." - Dr. D. Ray Reutzel, Dean of the College of Education at the University of Wyoming
"Classroom and resource teachers will find Tiered Fluency Instruction an extremely valuable resource, one they'll turn to again and again! … Each chapter has a wide range of fluency lessons to choose from, as well as helpful examples from lower and upper elementary classrooms. Procedures for each type of fluency instruction are clear and easy to implement. This is a must-have book for every teacher and resource specialist who works with students in grades in K to 8!" - Laura Robb, author of The Intervention Toolkit, Shell Education
"This helpful and easy-to-use resource will be valuable for classroom teachers as well as those who are charged with providing specialized instruction to students who struggle in reading." - Jerry L. Johns, Ph.D., No. IL University, Distinguished Teaching Prof. Emeritus
"Young and Rasinski offer a practical, easy-to-use, resource chock full of engaging and effective activities to build students' fluency. What is brilliant about this book is its organization. Activities are divided into those suitable for whole group (all students), small group (students needing additional support), and one-on-one (students needing intensive support), helping teachers select those just-right activities to meet the specific needs of each student… I especially loved the chapter on integrating technology, which offers highly motivating up-to-date methods to fine-tune current fluency instruction in ways teachers and students will love…"
- Wiley Blevins, author and educational consultant
"Whether you are a new teacher yearning to learn the best research based approaches to fluency, or an experienced and seasoned teacher who finds themselves in a rut and in need of fresh new ideas, this book is for you. Young and Rasinski give in depth and detailed examples of ways to monitor Response to Intervention, which all classroom teachers need. The way they lay out each technique is just how a teacher would put them to use in a classroom setting…" - Mary Catherine Page, M.S.Ed., Instructional Teacher Advisor, Corpus Christi ISD
"Classroom and resource teachers will find Tiered Fluency Instruction an extremely valuable resource, one they'll turn to again and again! … Each chapter has a wide range of fluency lessons to choose from, as well as helpful examples from lower and upper elementary classrooms. Procedures for each type of fluency instruction are clear and easy to implement. This is a must-have book for every teacher and resource specialist who works with students in grades in K to 8!" - Laura Robb, author of The Intervention Toolkit, Shell Education
"This helpful and easy-to-use resource will be valuable for classroom teachers as well as those who are charged with providing specialized instruction to students who struggle in reading." - Jerry L. Johns, Ph.D., No. IL University, Distinguished Teaching Prof. Emeritus
"Young and Rasinski offer a practical, easy-to-use, resource chock full of engaging and effective activities to build students' fluency. What is brilliant about this book is its organization. Activities are divided into those suitable for whole group (all students), small group (students needing additional support), and one-on-one (students needing intensive support), helping teachers select those just-right activities to meet the specific needs of each student… I especially loved the chapter on integrating technology, which offers highly motivating up-to-date methods to fine-tune current fluency instruction in ways teachers and students will love…"
- Wiley Blevins, author and educational consultant
"Whether you are a new teacher yearning to learn the best research based approaches to fluency, or an experienced and seasoned teacher who finds themselves in a rut and in need of fresh new ideas, this book is for you. Young and Rasinski give in depth and detailed examples of ways to monitor Response to Intervention, which all classroom teachers need. The way they lay out each technique is just how a teacher would put them to use in a classroom setting…" - Mary Catherine Page, M.S.Ed., Instructional Teacher Advisor, Corpus Christi ISD
Readers Theater Scripts: Texas History
by Timothy Rasinski, Debby Murphy, and Chase Young
Improve students' reading fluency while providing fun and purposeful practice and performance through Reader's Theater Scripts. Engage students through Reader's Theater to make learning fun while building knowledge of Texas history and the significant people, events, and places that make Texas what it is today. Improve vocabulary and comprehension with repeated practice and performance of the scripts along with TEKS-based activities in the lesson plans, which include word study, comprehension questions, and extension activities. Make your classroom a Reader's Theater classroom today!
Early Literacy Research and Instruction
by Chase Young
The title of this text is far more professional than the actual text itself. For the next 12 chapters, we will explore the many aspects of early literacy research and instruction through sometimes comical or even sarcastic perspectives, but the content is quite serious. This content is meant to supplement the instruction provided by your professor and perhaps complement any other texts used in your course. This text is also aligned with the Science of Teaching Reading exam. I urge you to use as many resources as possible, because it is my hope for you to become not only one of the best teachers of reading, but also one that your students remember forever.
Student Reviews
"I would say it is one of the best college books I have read."
"It is entertaining, straight to the point, and engaging."
"I love the way he writes. It makes it easier to read some of the difficult material."
"His writing is a nice change. It is much easier to read because it is light-hearted and funny."
Student Reviews
"I would say it is one of the best college books I have read."
"It is entertaining, straight to the point, and engaging."
"I love the way he writes. It makes it easier to read some of the difficult material."
"His writing is a nice change. It is much easier to read because it is light-hearted and funny."
Reading Fluency
Edited by Timothy Rasinski William Rupley David Paige, and Chase Young
Free digital version! Fluency has been a controversial topic for years. Allington described it as a neglected goal of the reading curriculum in 1985. The National Reading Panel (2000) provided empirical evidence of its importance in reading development. Measurement approaches to fluency have given rise to fluency as nothing more than fast reading, and recent surveys of experts in the field have consistently identified reading as a “not hot” issue and one that does not deserve to be hot. Based on our own research and interest in fluency, as well as work by other scholars, we are convinced that fluency is a critical competency for readers to gain full reading proficiency.
Peer-Reviewed
Downs, J., Young, C., & Cole, A. (accepted). Promoting fluency through challenge: Repeated reading with texts of varying complexity. The Reading Teacher.
Young, C., & Mitchell-Yellin, B. (early view). The impact of teaching innovation grants on
faculty effectiveness and student retention. College Teaching. https://doi.org/10.1080/87567555.2025.2559948
Mitchell-Yellin, B., & Young, C. (accepted). The Impact of ACUE certification on faculty evaluations and DFW Rates. Journal on Excellence in College Teaching.
Moss, D. K., Guida, R. J., Zhou, R., Cooper, B., Harris, J. P., Hill, J., Benford, B., Spears, C., Solem, M., & Young, C. (accepted). Recruiting geoscience majors: Student perceptions and a path forward. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2025.2535770
Downs, J. & Young, C. (2024). Fluency and complex text: Evaluating the Read Like Us protocol. Journal of Educational Research. 118(1), 51–62. https://doi.org/10.1080/00220671.2024.2436875
Hautala, J., Karhunen, R., Junttila, E., Ronimus, M., & Young, C. (2024). The goal to perform in readers' theater motivates boys who struggle with reading. Journal of Research in Childhood Education, 38(3), 485-501. https://doi.org/10.1080/02568543.2023.2301092
Young, C., Mitchell-Yellin, B., & Randall, G. (2024). Engaging classroom observation: A brief measure of active learning in the college classroom. Active Learning in Higher Education, 26(1), 199-211. https://doi.org/10.1177/14697874241229421
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
Young, C. (2026). Debunking reading myths. In DK (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
Young, C. (2026). The simple view of reading. In DK. (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
Young, C. (2026). Reading and the brain. In DK. (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
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 Blogs
Building Fluent, Confident Readers Using Frameworks for Text Rehearsal - Reading is Fundamental
5 Steps of Synergistic Teaching and Switched-On Student Practice | Learning Without Tears
Reader’s Theater: Develops Joyful Reading, Fluency, & Comprehension - The Robb Review Blog
From Phonics to Awesome Reading - Learning Without Tears
Invited/Non-Refereed Publications
Young, C., & Mitchell-Yellin, B. (2025, April). Why students stick it out. Inside Higher Ed. https://www.insidehighered.com/opinion/views/2025/04/29/how-faculty-choices-affect-course-drop-decisions-opinion
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).
Downs, J., Young, C., & Cole, A. (accepted). Promoting fluency through challenge: Repeated reading with texts of varying complexity. The Reading Teacher.
Young, C., & Mitchell-Yellin, B. (early view). The impact of teaching innovation grants on
faculty effectiveness and student retention. College Teaching. https://doi.org/10.1080/87567555.2025.2559948
Mitchell-Yellin, B., & Young, C. (accepted). The Impact of ACUE certification on faculty evaluations and DFW Rates. Journal on Excellence in College Teaching.
Moss, D. K., Guida, R. J., Zhou, R., Cooper, B., Harris, J. P., Hill, J., Benford, B., Spears, C., Solem, M., & Young, C. (accepted). Recruiting geoscience majors: Student perceptions and a path forward. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2025.2535770
Downs, J. & Young, C. (2024). Fluency and complex text: Evaluating the Read Like Us protocol. Journal of Educational Research. 118(1), 51–62. https://doi.org/10.1080/00220671.2024.2436875
Hautala, J., Karhunen, R., Junttila, E., Ronimus, M., & Young, C. (2024). The goal to perform in readers' theater motivates boys who struggle with reading. Journal of Research in Childhood Education, 38(3), 485-501. https://doi.org/10.1080/02568543.2023.2301092
Young, C., Mitchell-Yellin, B., & Randall, G. (2024). Engaging classroom observation: A brief measure of active learning in the college classroom. Active Learning in Higher Education, 26(1), 199-211. https://doi.org/10.1177/14697874241229421
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
Young, C. (2026). Debunking reading myths. In DK (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
Young, C. (2026). The simple view of reading. In DK. (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
Young, C. (2026). Reading and the brain. In DK. (Ed). The Science of Reading: The Brain Science, Language Development, and Phonemic Awareness Behind the Movement. Series Editor: Young, C. DK Publishing, Penguin Random House.
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 Blogs
Building Fluent, Confident Readers Using Frameworks for Text Rehearsal - Reading is Fundamental
5 Steps of Synergistic Teaching and Switched-On Student Practice | Learning Without Tears
Reader’s Theater: Develops Joyful Reading, Fluency, & Comprehension - The Robb Review Blog
From Phonics to Awesome Reading - Learning Without Tears
Invited/Non-Refereed Publications
Young, C., & Mitchell-Yellin, B. (2025, April). Why students stick it out. Inside Higher Ed. https://www.insidehighered.com/opinion/views/2025/04/29/how-faculty-choices-affect-course-drop-decisions-opinion
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).