Artfully Teaching Reading with Project-Based Learning
Connects evidence-based reading instruction with authentic projects such as newscasts, podcasts, and movie-making.
Publications
Books and research that connect literacy science to classroom practice.
Explore books, peer-reviewed articles, book chapters, and practitioner resources focused on reading fluency, reader’s theater, the science of reading, project-based learning, intervention, and effective teaching.
Featured Books
Practical resources for teachers, coaches, teacher educators, and literacy leaders.
Artfully Teaching the Science of Reading
A bridge between the science of reading and artful, engaging, authentic classroom instruction.
Build Reading Fluency
Practical strategies for fluency practice and performance through reader’s theater and more.
Tiered Fluency Instruction
Whole-group, small-group, and one-on-one approaches for developing reading fluency across a tiered model.
Reader’s Theater Scripts: Texas History
Reader’s theater scripts that build fluency, vocabulary, comprehension, and Texas history knowledge.
Early Literacy
Early Literacy Research and Instruction
A practical, student-friendly text designed to support early literacy coursework and Science of Teaching Reading preparation.
Reading Fluency
An edited volume examining reading fluency from historical, instructional, assessment, and research perspectives.
Research Themes
Common threads across the publication record.
□Reader’s Theater
⚡Fluency
□Science of Reading
□Project-Based Literacy
□Intervention
□Teaching Innovation
Peer-Reviewed Articles
Complete list currently included on the publications page.
Peer-reviewed journal articles and proceedings 53 entries
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.
Link →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.
Link →Downs, J., & Young, C. (2024). Fluency and complex text: Evaluating the Read Like Us protocol. Journal of Educational Research, 118(1), 51–62.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →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.
Link →Landreth, S., & Young, C. (2021). Developing fluency and comprehension with the secondary fluency routine. Journal of Educational Research, 114(3), 252–262.
Link →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.
Link →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.
Link →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.
Link →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.
Link →Ives, S., Parsons, S., Parsons, 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.
Link →Young, C., Lagrone, S., & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. Education Sciences, 10(3), 1–11.
Link →Blackwell, W., 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.
Link →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.
Link →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.
Link →Young, C., & Ortlieb, E. (2019). Implementing readers theater in secondary classrooms. Reading Psychology, 39(8), 879–897.
Link →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.
Link →Young, C., & Rasinski, T. (2018). Readers Theatre: Effects on word recognition automaticity and reading prosody. Journal of Research in Reading, 41(3), 475–485.
Link →Stokes, F., & Young, C. (2018). Research on readers theater. Association of Literacy Educators and Researchers Yearbook, 40, 133–144.
Link →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.
Link →Young, C., & Mohr, K. (2018). Exploring factors that influence quality literature circles. Literacy Research and Instruction, 57(1), 44–58.
Link →Young, C., Stokes, F., & Rasinski, T. (2017). Readers Theater plus comprehension and word study. Reading Teacher, 71(3), 351–355.
Link →Rasinski, T., Nageldinger, J., & Young, C. (2017). Reading fluency should be authentic reading. Michigan Reading Journal, 49(2), 53–56.
Link →Young, C., Valadez, C., & Gandara, C. (2016). Using performance methods to enhance students’ reading fluency. Journal of Educational Research, 109(6), 624–630.
Link →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.
Link →Young, C., Rasinski, T., & Mohr, K. A. J. (2016). Read Two Impress: An intervention for disfluent readers. Reading Teacher, 69(6), 633–636.
Link →Young, C., & Mohr, K. A. J. (2016). Student facilitation in peer-led literature circle discussions. Journal of Classroom Interaction, 51(1), 46–64.
Link →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.
Link →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.
Link →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.
Link →Young, C., & Stover, K. (2015). Promoting revision through blogging in a second grade classroom. Texas Journal of Literacy Education, 3(1), 14–28.
Link →Rasinski, T., & Young, C. (2015). Fluency matters. Connecticut Reading Association Journal, 3(1), 21–26.
Link →Young, C. (2014). Providing independent reading comprehension strategy practice through workstations. Texas Journal of Literacy Education, 2(1), 23–34.
Link →Young, C. (2014). Predictors of quality verbal engagement in third-grade literature discussions. International Electronic Journal of Elementary Education, 6(3), 427–440.
Link →Rasinski, T., & Young, C. (2014). Assisted reading – A bridge from fluency to comprehension. New England Reading Association Journal, 50(1), 1–4.
Link →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.
Link →Young, C., & Stover, K. (2013). “Look what I did!” Student conferences with text-to-speech software. Reading Teacher, 67(4), 269–272.
Link →Young, C., & Rasinski, T. (2013). Student produced movies as a medium for literacy development. Reading Teacher, 66(8), 670–675.
Link →Young, C., & Rasinski, T. (2011). Enhancing authors' voice through scripting. Reading Teacher, 65(1), 24–28.
Link →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.
Link →Book Chapters
Complete book chapter list currently included on the publications page.
Book chapters 21 entries
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.). 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 ed.). 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 ed.). Teachers College Press.
Young, C., Rasinski, T., & Landreth, S. (2021). Principles of effective reading fluency instruction. In Parsons, S., & Vaughn, M. (Eds.), Principles of Effective Literacy Instruction. 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. 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. Lexington Books.
Rasinski, T., & Young, C. (2021). Fluency. In Thomas, D. (Ed.), Teaching and Learning Primary English. Oxford University Press.
Young, C., Lagrone, S., & McCauley, J. (2020). Read Like Me: An intervention for struggling readers. In Rasinski, T., Rupley, W., Paige, D., & Young, C. (Eds.), Reading Fluency (pp. 63–74). 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.). 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. Emerald Group.
Young, C., & Rasinski, T. (2017). Why reading fluency matters. In Soll, K. (Ed.), Comprehensive Literacy Basics. Maupin House Publishing.
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. 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. 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. 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. 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. 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. Jossey-Bass.
Invited Publications
Invited blogs and non-refereed publications.
Invited blogs 4 entries
Building Fluent, Confident Readers Using Frameworks for Text Rehearsal - Reading is Fundamental
Read →5 Steps of Synergistic Teaching and Switched-On Student Practice | Learning Without Tears
Read →Reader’s Theater: Develops Joyful Reading, Fluency, & Comprehension - The Robb Review Blog
Read →From Phonics to Awesome Reading - Learning Without Tears
Read →Invited and non-refereed publications 14 entries
Young, C., & Mitchell-Yellin, B. (2025, April). Why students stick it out. Inside Higher Ed.
Link →Rasinski, T., Young, C., & Galeza, A. (2024, April/May/June). Learning through music: How singing can help stop the summer set back. Literacy Today. International Reading Association.
Young, C. (2024, January/February/March). Developing reading comprehension in early readers. Literacy Today. International Reading Association.
Young, C. (2024, January/February/March). Reading stamina, fluency, and volume. Literacy Today. International Reading Association.
Young, C. (2024, February). Reader’s Theater: Develops joyful reading, fluency, and comprehension. The Robb Review Blog.
Link →Paige, D., Rasinski, T., & Young, C. (2022, January/February/March). Revisiting repeated readings. Literacy Today. 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. 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. 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 ed.). Shell Education.
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. Literacy Daily.
Link →Young, C. (2017, March 30). The literacy-movie-making connection. Literacy Daily.
Link →Young, C., Stover, K., & Pletcher, B. (2015). Digital reader response: Creating book trailers with Explain Everything. Technology and Literacy Education Newsletter.
Stover, K., & Young, C. (2014). Explain Everything: Using screencasting applications in the classroom. Reading Today, 32(1).
Research matters most when educators can use it.
Research-informed. Classroom-tested. Student-approved.