What Really Matters for Struggling Readers: Designing Research-Based Programs

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In his unique and expert voice, Allington delivers a concise and balanced introduction to reading remediation and intervention programs and the topic of struggling readers, grades 2-9. The Second Edition of What Really Matters for Struggling Readers includes new research on vocabulary development and expanded research on fluency and comprehension and continues to focus on helping teachers design reading remediation and intervention programs around well-established reality- and research-based components framing them within the confines of the No Child Left Behind Act.

Easy-to-understand interpretations of research that support key principles of effective instructional design and show teachers how to use a variety of best practices with children who are struggling readers make this a best-selling book on the market!

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Editorial Reviews

From the Publisher

A strength of using Allington’s book is reading friendliness. As I read his book, I felt like I was having a conversation with him.

- Dr. Stacey Leftwich, Rowan University, Department of Reading, Glassboro, NJ

This book beautifully frames the beliefs that guide practice in working with struggling readers and overall all readers.

This is an accessible, readable, and engaging affirmation for practicing teachers, reminding them of their importance in literacy programs and offering ideas for their continued growth and ever-developing repertoire of effective strategies and approaches.

I commend Allington for this faith in teachers as decision-makers.

- Denise H. Stuart, Ph.D., The University of Akron, Curricular and Instructional Studies, Akron OH

Dear Dr. Allington,

I have just finished reading your book What Really Matters for Struggling Readers: Designing Research-Based Programs. I have been quoting you for the past couple of weeks during which I have been reading your book. It is such a helpful book! Here are my favourite parts:

1. The general guideline (I believe it was from NY) that children read and respond to 25+ books per year.

2. The advice to calculate the percentage of reading accuracy.

3. The suggestion of having 500 - 1500 books in a classroom roughly half and half fiction and non-fiction. Half at reading level and half below. I am busy counting my books. What wonderful guidelines!! While I often read about general targets, there is something about these numbers that is giving me a specific initial target (very motivating!)

- Ingrid Veilleux, Adjunct Teaching Professor, University of British Columbia; Learning Assistance Teacher, Brighouse Elementary, Richmond, BC

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Product Details

  • ISBN-13: 9780321063960
  • Publisher: Pearson Education
  • Publication date: 10/30/2000
  • Edition description: Older Edition
  • Pages: 176
  • Product dimensions: 7.54 (w) x 9.18 (h) x 0.33 (d)

Meet the Author

Richard L. Allington is a past president of the International Reading Association and of the National Reading Conference. He has written more than 100 published papers and reports on reading difficulties, and is the author or coauthor of What Really Matters in Response to Intervention, What Really Matters in Fluency, Classrooms That Work, and Schools That Work. Dick is a former classroom teacher, reading specialist, and federal programs director who has studied and written about reading intervention including his influential article in the Journal of Adolescent & Adult Literacy, “If They Don’t Read Much, How They Ever Gonna Get Good?”.

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Table of Contents

Ch. 1 Reading instruction in U.S. schools 1
Ch. 2 What really matters : kids need to read a lot 35
Ch. 3 Kids need books they can read 57
Ch. 4 Kids need to learn to read fluently 89
Ch. 5 Kids need to develop thoughtful literacy 109
Ch. 6 Where to begin : instruction for struggling readers 141
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