powered by efolio (Boston University School of Education) Melanie R. Kuhn Position: Department: Department of Literacy and Language, Counseling and Development Program: Educational History B.A. Boston College Ed.M Harvard Graduate School Education M.Phill Cambridge University Ph.D. University of Georgia Contact Information Phone: 617 358 6051 E-mail: melaniek@bu.edu Profile Selected Publications Kuhn, M.R. (2009). The hows and whys of fluency instruction. Allyn & Bacon. Kuhn, M.R., & Schwanenflugel, P.J. (Eds.) (2008). Fluency in the classroom. New York: Guilford Press. Schwanenflugel, P.J., Kuhn, M.R., Morris, R.D., Morrow, L.M., Meisinger, E.B., Woo, D.G., and Quirk, M. (in press). Insights into fluency instruction: Short- and Long-term Effects of Two Reading Programs. Literacy Research and Instruction. Ash, G.E., Kuhn, M.R., & Walpole, S. (in press). Flying in the face of research: In-service teachers’ use of Round Robin Reading. Reading and Writing Quarterly. Schwanenflugel, P.J., Morris, R.D., Kuhn, M.R., Strauss, G.P., & Sieczko, J.M. (2008). The Influence of Reading Unit Size on the Development of Stroop Interference in Early Word Decoding. Reading and Writing: An Interactive Journal, 21, 177-203. Morrow, L.M., Kuhn, M.R., & Schwanenflugel, P. J. (2006/2007). The family fluency program. The Reading Teacher, 60, 322-333. Kuhn, M.R., Schwanenflugel, P.J., Morris, R. D., Morrow, L.M., Woo, D., Meisinger, B., Sevcik, R., Bradley, B., & Stahl, S.A. (in memoriam), (2006). Teaching children to become fluent and automatic readers. Journal of Literacy Research, 38, 357-387. Schwanenflugel, P. J., Meisinger, E., Wisenbaker, J. M., Kuhn, M. R., Strauss, G.P., & Morris, R.D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41, 496-522. Kuhn, M.R., & Schwanenflugel, P.J. (2006). All oral reading practice is not equal (or how can I integrate fluency instruction into my classroom?). Literacy Teaching and Learning, 11, 1-20. Kuhn, M.R. (2005). A comparative study of small group fluency instruction. Reading Psychology, 26, 127- 146. Kuhn, M.R. (2004/2005). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58, 338-344. Schwanenflugel, P.J., Hamilton, A. M., Kuhn, M.R., Wisenbaker, J., & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. The Journal of Educational Psychology, 96, 119-129. Kuhn, M.R. & Stahl, S. (2003). Fluency: A review of developmental and remedial practices. The Journal of Educational Psychology, 95, 3-21. (Reprinted in R.B. Ruddell & N.J. Unrau (Eds.), (2004). Theoretical models and processes (pp. 412-453). Newark, DE: International Reading Association) (Reprinted in (2006). Scott Foresman Reading Street Research Base. (pp. 303-337), New York: Pearson) Labbo, L.D., & Kuhn, M.R. (2000). Weaving chains of affect and cognition: A young child’s understanding of CD-ROM talking books. Journal of Literacy Research, 32, 187-210. (Reprinted in D. Wray (Ed.), (2004). Literacy: Major themes in education, volume iv. (pp. 143-163). London: Routledge Press) Kuhn, M.R., & Stahl, S. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30, 119-138. Stahl, S., & Kuhn, M. R. (Autumn, 1995). Does whole language or instruction matched to learning styles help children learn to read? School Psychology Review, 24, 393-404. Kuhn, M.R. (2008). Learning styles entry in Psychology of classroom learning: An encyclopedia. E.M. Anderman, L. Anderman, C. Chinn, T. Murdock, & H.L. Swanson (Eds.) Thomas Gale Publishers. Kuhn, M.R. (2008). Effective teaching practices for fluency instruction. www.TeachingLD.org Stahl, S.A., & Kuhn, M.R. (2002). Center for the Improvement of Early Reading Achievement commentary, Making it sound like language: Developing fluency, The Reading Teacher, 55, 582-584. Kuhn, M.R. (2001). Taking computers out of the corner: Making technology work in the classroom (invited article). 10pp. www.readingonline.org, 4(9). (Reprinted in D. Wray (Ed.), (2004). Literacy: Major themes in education, volume iv. (pp. 204-215). London: Routledge Press.) Labbo, L.D., & Kuhn, M.R. (2000). Critical issues response: Exploring the invitation to consider the complexities of reader response. Journal of Literacy Research, 32, 289-292. Labbo, L.D., Reinking, D., McKenna, M., Kuhn, M.R., & Phillips, M. (1996). Computers real and make believe: Providing opportunities for literacy development in an early childhood sociodramatic play center. Instructional Resource, 26. 16pp. The National Reading Research Center, Athens, GA: The University of Georgia Selected Presentations It's not a race:  Expression, rate, and fluency instruction Expanding the scope of fluency research: Large-scale studies of silent reading and readers’ theatre Is there a place for fluency instruction in early literacy? All oral reading practice is not equal (or how can I integrate fluency instruction into my classroom?) Time, engagement, and support: Lessons from a five -year fluency intervention Teaching children to become fluent readers: An overview Going straight to the source: Struggling readers talk about feelings of competence Fluency Oriented Reading Instruction: Whole class approach (grades 1 to 3) Scaling up Fluency Oriented Reading Instruction (FORI) – A pilot study A tribute to the work of Steven Stahl: Reading research into practice - fluency Motivating success in reading: Reports on two experimental studies The potential of technology in fluency, phonics, and phonemic awareness The ins and outs of fluency instruction: An observational study What do we mean by fluency? Fluency development: Observations of teacher practices An observational study of fluency instruction - year 2 An observational study of second grade fluency instruction Flying in the face of research: In-service teachers’ use of Round Robin Reading (research in progress) Becoming a fluent reader: What works? Pulling the pieces together: Effective fluency practices for whole class and group instruction Fluency Oriented Reading Instruction: Results from the first year An examination of the attention resource model in the development of reading fluency Fluency Oriented Reading Instruction: Instructional effects An observation study of second grade fluency instruction Examining the parent component of fluency instruction Developing fluency in classrooms. Paper Prosodic reading and reading skill Group instruction for fluency development Matching children to learning styles does not work (but it might) Round Robin Reading Anonymous (RRRA): Investigating in-service and pre-service teachers’ continued pursuit of Round Robin Reading Toward a model of automatic word recognition More than fun and games: Using technology with struggling middle school readers Using expository text to improve comprehension with young children Fluency instruction: Unanswered questions A comparative study of small group fluency instruction Developing fluency in struggling and average readers: A review Fluency in the classroom: A review of an often overlooked component of reading development A young child learns to make sense of informational CDs during Kindergarten thematic studies Does CD-ROM technology aid in the development of early literacy? Talking books and story structure: Do CD-ROMs affect children’s sense of story? Using computers in K-3 grade classrooms: A brief overview of the 5-year collaboration and rationale Multiple perspectives on the influence of computers on K-2 classroom literacy instruction and learning How hypertext challenges traditional conceptions of boundaries between written and oral language: Implications for critical reading Computers and emergent literacy: Expanding upon reading Young children's computer-related literacy development Individual differences and classroom instruction: Myths and realities Story extension time on an electronic flannel board: Young children "step into the story" Integrating computers into the emergent literacy classroom Literacy development related to computers in centers, sociodramatic and otherwise Vocabulary and context instruction: A research synthesis Teaching reading comprehension to learning disabled children: A review Phoneme awareness: Identity or segmentation Young children's computer-related literacy development in thematic sociodramatic play centers Teaching students to become fluent readers: A five year intervention All oral reading practice is not equal: Developing fluent readers Fluency fundamentals Beyond Round Robin Reading: Effective oral reading instruction Effective oral reading instruction: Beyond round robin reading Beyond round robin reading (oral reading strategies that work) Integrating fluency into the classroom: Two classroom based approaches Pulling it all together: The role of reading fluency Research session: Enhancing reading achievement with fluency training Fluency in the classroom: Effective approaches to oral reading. Developing fluent reading: A collaborative project. Beyond Round Robin: Oral reading strategies that work! Vocabulary: Teaching word meanings to children with reading problems Using expository text to improve comprehension in early childhood Using content area reading to improve comprehension How hypertext challenges traditional conceptions of boundaries: Incorporating multiple perspectives Young children's computer-related literacy development Sociodramatic play and computers in Kindergarten Selected Grants Regional Educational Laboratory (REL) (2006-2011). The Develoment of Fluent and Automatic Reading: Precursor to Learning from Text (2000-2006). Evaluating The Effectiveness of RFB & D’s Learning Through Listening Program®, RFB&D, (2004-2005). Eisenhower Grant for Professional Development Across Districts, Department of Education (2001-2003). Selected Professional Memberships National Reading Conference International Reading Association American Educational Research Association Society for the Scientific Study of Reading Technology SIG International Reading Association Alpha Upsilon Alpha United Kingdom Reading Association American Association of University Women Association of Reading Graduate Students, University of Georgia Association of Reading Graduate Students, University of Georgia Selected Awards/Honors/Special Recognition Edward B. Fry Book Award- Nominated Rutgers Graduate School School of Education Alumni Association OUtstanding Faculty Research Award Early Career Achievement Award Outstanding Dissertation of the Year Award-Finalist National Reading Conference Student Outstanding Research Award-Finalist Who's Who Among Students in American Universities and Colleges University Wide-Assistantship American Association of University Women athenian Scholarship Board of Regents Assistantship Paul H. D'Amour Founders Fellowship Jackson-Carson Memorial Scholarship Academic Assistantship Economic and Social Research Council Selected University Service Commencement Committee Appointments and Promoitons Committee Literacy Cluster Dean's Network Urban Initiative Student Advisory Committee's Brown Bag Lunch Series Tenure-Track Position Admissions and Scholastic Standing committee Learning and Teaching Technology Committee Panel to Determine graduate Assistant Evaluation Policy LPSL Technology Showcase Well and Wise Reader Program Ph.D. Faculty Selected Professional Service Research and Practice Symposium Steven A. Stahl Research Grant Award National Reading Conference Ad Hoc Committee Reading Teacher Editorial Board Search Committee Technology, Communication, and Literacy Committee, International Reading Association Elementary School Journal Literacy HUB (BMENA) Reading Psychology: An International Journal Journal of Literacy Research NRC Yearbook 32nd Boston University Conference on Language Development Reading Research Quarterly Spencer Foundation Journal of Research in Reading Reading and Writing Dutch Social Science Research Council Book Proposal and Manuscript Review Board Journal of Special education National Reading COnference, Area 8 Jounral of educational PSycology Research Program National Reading Conference Reading Research Quarterly Reading on Line American Educational Research Association International Conference on Qualitative Research in Education SREB/SELC Conference Northeast Georgia Council of the International Reading Association National Reading Conference Preconvention Institute #7 American Educational Research Association Selected Community Service New Brunswick Public Schools/Reading First Little Silver Township Fluency Video For NJ DOE/Reading First Follow-Up Tbale Talks Goals 2000 Professional Development School Roundtables The Governor's Literacy Forum Selected Performances Clinician Instructor/Counsellor Long-Term Substitute Teacher Copyright 2005 Boston University School of Education