Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4152work
Work Email: firstname.lastname@example.orgINTERNET
Jean Adamson Stanley Faculty Chair in Literacy
Literacy & LanguageCurriculum and Instruction
- Ph.D. — Reading Education, University of Georgia, Athens, GA (2000)
- M.Phil. — Psychological Investigation of Intellectual Development, Cambridge University, Cambridge, England (1993)
- Ed.M. — Reading and Language, Harvard Graduate School of Education, Cambridge, MA (1988)
- B.A. — History, Magna Cum Laude, Boston College, Chestnut Hill, MA (1984)
My research builds on a belief in the importance of reading as fundamental to learner success. Specifically, I have focused on instructional approaches designed to close the achievement gap between struggling readers and their more successful peers. At present, I am looking at the relationship between reading fluency, vocabulary, conceptual knowledge, and comprehension as well as the development of methods that will ensure students access to challenging texts.
- Kuhn, M.R. & Levy, L. (2015). Developing fluent readers: Teaching fluency as a foundational skill. The essential PK-2 literacy library. New York: Guilford Press.
- Kuhn, M.R. (2014). What’s really wrong with round robin reading? Reading Today Online. https://www.literacyworldwide.org/blog/literacy-now/2014/05/07/what's-really-wrong-with-round-robin-reading-
- Kuhn, M.R., Schwanenflugel, P.J., & Meisinger, E.B. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Invited review of the literature. Reading Research Quarterly, 45, 232-253.
- 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.
- Kuhn, M.R. (2004/2005). Helping students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58, 338-344. (Reprinted in D.Strickland (Ed.), (2010). Essential readings on early literacy. Newark, DE: International Reading Association)
- 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, 5th ed. (pp. 412-453). Newark, DE: International Reading Association.) (Reprinted in (2006, 2009). Scott Foresman Reading Street Research Base. (pp. 303-337), New York: Pearson).
- Kuhn, M.R., & Rasinski, T.V. (2015). Best practices in fluency instruction. In L. M. Morrow & L. B. Gambrell, (Eds.) Best practices in literacy instruction, 5th edition. New York: The Guilford Press.
- Kuhn, M.R., Phelan, K., & Schwanenflugel, P.J. (2013). Fluency instruction in early literacy. In Barone, D. & Mallette, M. (Eds.), Best practices in early literacy. New York: Guilford Press.
- Kuhn, M.R., Schwanenflugel, P.J., Stahl, K.A.D., Meisinger, E.B., & Groff, C. (2013). Fluency-oriented reading instruction. In T. Rasinski & N. Padak (Eds.), From fluency to comprehension: Teaching practices that work. New York: Guilford Press.
- Kuhn, M.R. & Stahl, S.A. (2013) Fluency: Developmental and remedial practices – revisited. In D. E. Alvermann , N.J. Unrau, & R.B. Ruddell (Eds.), Theoretical models and processes, 6th ed. Newark, DE: International Reading Association)
- Kuhn, M. R., Ash, G. E., & Gregory, M. (2012). Battling on two fronts: Creating effective oral reading instruction. (pp 141-155). In T. Rasinski, C. Blachowicz, & K. Lems (Eds.), Fluency instruction: Research-based best practices, 2nd ed. New York: The Guilford Press.
- Kuhn, M.R., Groff, C. & Morrow, L.M.. (2011). Reading fluency beyond the primary grades: Helping to make difficult texts accessible. (pp. 3-20). In R.L. McCormack & J.R. Paratore (Eds.), After early intervention, then what?: Teaching struggling readers in grades 3 and beyond, 2nd ed. Newark, DE: International Reading Association.