Allington, R. L. (2006). Fluency: Still waiting after all these years. What research has to say about fluency instruction, 94-105.
Allington, R. L. (2007). Intervention All Day Long: New Hope for Struggling Readers. Voices from the Middle, 14(4), 7–14.
Allington, R. L., McCuiston, K., & Billen, M. (2015). What research says about text complexity and learning to read. The Reading Teacher, 68(7), 491-501.
Fuchs, L. Fuchs, D., & Hosp., M. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.
Hiebert, E. H. (Ed.) (2015). Teaching stamina & silent reading in the digital-global age. Santa Cruz, CA: TextProject, Inc.
Hiebert, E. H., Samuels, S. J., & Ravinski, T. V. (2012). Comprehension-Based Silent Reading Rates: What Do We Know? What Do We Need to Know? Literacy Research and Instruction, 51(2), 110–124.
Hudson, R.F., Lane, H. B, & Pullen, P. C. (2004). Reading fluency assessment and instruction: What, why, and how? The Reading Teacher, August.
Hudson, R. F., Pullen, P. C., Lane, H. B., & Torgesen, J. K. (2008). The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly, 25(1), 4–32. doi:10.1080/10573560802491208
Kuby, C.R., & Paige, D. (2014, December 1). Reading Fluency of Secondary Students. Voice of Literacy. Podcast retrieved on 20 May 2015 from http://www.voiceofliteracy.org/posts/58918
Kuhn, M. R. and Ravinski, T.V. (2011). Best practices in fluency instruction. In L. M. Morrow & L. Gambrell (Eds.), Best practices in literacy instruction (4th ed., pp. 276-294). New York: Guilford Press.
Kuhn, M.R. & Stahl, S.A. (2000). CIERA Report #2-008. Fluency: A review of developmental and remedial practices. Washington, DC: US Department of Education. Retrieved February 2, 2006, from http://www.ciera.org/library/reports/inquiry-2/2-008/2-008.pdf
Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21. doi:10.1037/0022-06184.108.40.206
Marcell, B. (2011). Putting Fluency on a Fitness Plan : Building Fluency’s Meaning-Making Muscles. The Reading Teacher, 65(4), 242–249. doi:10.1002/TRTR.01034
McKenna, M. C. and Stahl, K. A. (2009) Fluency. In Assessment for Reading Instruction (2nd ed., pp. 148 - 159). New York: Guilford Press.
McIntyre, E., Hulan, N., & Layne, V. (2011). Fluency. In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice (p. 97-111). New York: Guilford Press.
Meyer, M., & Felton, R. (1999). Repeated reading to enhance fluency: Old approaches and new directions. Annals of Dyslexia, 49, 283-306
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Paige, D. D., Rasinski, T., Magpuri-Lavell, T., & Smith, G. S. (2014). Interpreting the relationships among prosody, automaticity, accuracy, and silent reading comprehension in secondary students. Journal of Literacy Research, 46(2), 123-156.
Pressley, M. and Fingeret, L. (2006). Fluency. In Reading instruction that works: the case for balanced teaching (3rd ed. p. 195-219). New York: Guilford Press.
Rasinski, T. V. (2012). Why reading fluency should be hot! Reading Teacher, 65(8), 516–522. doi:10.1002/TRTR.01077
Rasinski, T., Homan, S., & Biggs, M. (2009). Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence. Reading & Writing Quarterly, 25(2-3), 192–204. doi:10.1080/10573560802683622
Rasinski, T., Rikli, A., & Johnston, S. (2009). Reading Fluency: More Than Automaticity? More Than a Concern for the Primary Grades? Literacy Research and Instruction, 48(4), 350–361. doi:10.1080/19388070802468715
Rasinski, T. V and Samuels, S. J. (2011). Reading fluency: what it is and what it is not. In What research has to say about reading instruction (4th ed., pp. 94 – 114). Newark, DE: International Reading Association.
Samuels, S. J., Rasinski, T. V, & Hiebert, E. H. (2011). Eye Movements and Reading: What Teachers Need to Know. What Research Has to Say about Reading Instruction, 25–50.
Schwanenflugel, P., Hamilton, A., Wisenbaker, J., Kuhn, M., & Stahl, S. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers, Journal of Educational Psychology, 96(1), 119-129.
Shanahan, T. (2015). Round robin by any other name ... oral reading for older readers. At Shanahan on Literacy. Retrieved on 2 May 2015 from http://www.shanahanonliteracy.com/2015/04/round-robin-by-any-other-name-oral.html?m=1
Stahl, S. A. & Heubach, K. M. (2005). Fluency-oriented reading instruction. Journal of Literacy Research, 37(1), 25-60.
Therrien, W. (2004). Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Journal of Remedial and Special Education, 25(4), 252-261.
Tyner, B. (2009). Small-group reading instruction: A differentiated teaching model for beginning and struggling readers. Newark, DE: International Reading Association
Tyner, B. B., & Green, S. E. (2011). Small-Group Reading Instruction: Differentiated Teaching Models for Intermediate Readers, Grades 3–8. Newark, DE: International Reading Association
Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.
Wolf, M., & Katzir-cohen, T. (2001). Reading Fluency and Its Intervention. Scientific Studies of Reading, 5(3), 37–41.
Wolf, M., Miller, L., & Donnelly, K. (2000). Retrieval, Automaticity, Vocabulary Elaboration, Orthography (RAVE-O): A Comprehensive, Fluency-Based Reading Intervention Program. Journal of Learning Disabilities, 33(4), 375–386. doi:10.1177/002221940003300408