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Timothy V. Rasinski

Timothy V. Rasinski

D-Index & Metrics

Social Sciences and Humanities

D-Index
37
Citations
9712
World Ranking
6112
National Ranking
2922

Overview

Timothy V. Rasinski is affiliated with Kent State University in the United States. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on subfields such as Developmental and Educational Psychology, Education, Statistics and Probability, Cognitive Neuroscience, and Information Systems.

The main topics covered in their work include Reading and Literacy Development, Second Language Acquisition and Learning, Child Development and Digital Technology, Educational Strategies and Epistemologies, Writing and Handwriting Education, Educational Methods and Analysis, and the Cognitive and Developmental Aspects of Mathematical Skills.

Timothy V. Rasinski has contributed publications to several academic venues, frequently publishing in Education Sciences and The Journal of Educational Research, each with three publications. Additional outlets for their work include The Reading Teacher, Reading Research Quarterly, and Reading & Writing Quarterly.

Notable recent papers by Timothy V. Rasinski include:

  • "Fluency: Deep Roots in Reading Instruction," 2020, Education Sciences
  • "Teaching Reading Is More Than a Science: It's Also an Art," 2021, Reading Research Quarterly
  • "The Effect of a PBWMIP on Writing Success and Attitude toward Writing," 2020, Reading & Writing Quarterly
  • "Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School," 2020, Education Sciences
  • "Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background," 2020, Education Sciences

Frequent collaborators include Kasım Yıldırım, David D. Paige, Chase Young, Abbey Galeza, and William H. Rupley, with whom Rasinski has coauthored multiple works.

Best Publications

  • The fluent reader : oral reading strategies for building word recognition, fluency, and comprehension

    Timothy V Rasinski

  • Training teachers to attend to their students’ oral reading fluency

    Jerry Zutell;Timothy V. Rasinski

  • Effects of Repeated Reading and Listening-While-Reading on Reading Fluency

    Timothy V. Rasinski

  • Assessing Reading Fluency.

    Timothy V. Rasinski

  • Creating Fluent Readers.

    Timothy Rasinski

  • Reading Fluency: More than Automaticity? More than a Concern for the Primary Grades?.

    Timothy Rasinski;Andrew Rikli;Susan Johnston

  • Oral reading in the school literacy curriculum

    Timothy V. Rasinski;James V. Hoffman

  • Reading fluency instruction: Moving beyond accuracy, automaticity, and prosody

    Timothy Rasinski

  • A Focus on Fluency: How One Teacher Incorporated Fluency With Her Reading Curriculum

    Lorraine Wiebe Griffith;Timothy V. Rasinski

  • Implementing Readers Theatre as an Approach to Classroom Fluency Instruction

    Chase Young;Timothy Rasinski

  • Effects of Fluency Development on Urban Second-Grade Readers

    Timothy V. Rasinski;Nancy Padak;Wayne Linek;Elizabeth Sturtevant

  • Is Reading Fluency a Key for Successful High School Reading

    Timothy V. Rasinski;Nancy D. Padak;Christine A. McKeon;Lori G. Wilfong

  • Teaching Reading Fluency to Struggling Readers: Method, Materials, and Evidence

    Timothy Rasinski;Susan Homan;Marie Biggs

  • Fluency for Everyone: Incorporating Fluency Instruction in the Classroom.

    Timothy V. Rasinski

  • From Phonics to Fluency: Effective Teaching of Decoding and Reading Fluency in the Elementary School

    Timothy V. Rasinski;Nancy Padak

  • Fluency Instruction: Research-Based Best Practices

    Timothy V. Rasinski;Camille L. Z. Blachowicz;Kristin Lems

  • Speed Does Matter in Reading.

    Timothy V. Rasinski

  • Is Fluent, Expressive Reading Important for High School Readers?.

    David D. Paige;Timothy V. Rasinski;Theresa Magpuri-Lavell

  • Why Reading Fluency Should Be Hot

    Timothy V. Rasinski

  • Fluency in Learning to Read for Meaning: Going Beyond Repeated Readings

    William Dee Nichols;William H. Rupley;Timothy Rasinski

Frequent Co-Authors

S. Jay Samuels
S. Jay Samuels University of Minnesota
Yaacov Petscher
Yaacov Petscher Florida State University
John Dunlosky
John Dunlosky Kent State University
Katherine A. Rawson
Katherine A. Rawson Kent State University
David J. Chard
David J. Chard Southern Methodist University

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