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

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

by Richard L. Allington
     
 

ISBN-10: 0321063961

ISBN-13: 9780321063960

Pub. Date: 10/30/2000

Publisher: Pearson Education

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

Overview

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!

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)

Table of Contents

Prefacev
Chapter 1Reading Instruction in U.S. Schools1
Why Another Book?2
Why Now?3
So How Bad Is the Situation in Terms of Reading Achievement?3
But If Achievement Is Actually Rising, Why Another Book?8
Can Educational Research Provide Support for Meeting These Challenges?11
The No Child Left Behind Act of 200115
What Are Characteristics of Scientifically Based Reading Research?24
Summary32
Chapter 2What Really Matters: Kids Need to Read a Lot35
Research on Volume of Reading35
Thinking about Volume of Reading44
Summary55
Chapter 3Kids Need Books They Can Read57
Task Difficulty, Choice, and Achievement57
Methods for Estimating Text Complexity63
Enhancing Access to Appropriate Books70
Summary85
Chapter 4Kids Need to Learn to Read Fluently89
Understanding the Importance of Reading Fluently90
Interventions to Develop Fluency in Struggling Readers96
Summary107
Chapter 5Kids Need to Develop Thoughtful Literacy109
Conversation and Connections111
Isn't Thoughtful Literacy Just a Buzz-Word for Comprehension?115
The Effects of Thoughtful Literacy Instruction118
Research on Effective Comprehension Instruction120
Vocabulary Knowledge Is Important for Thoughtful Literacy123
Crafting Opportunities That Enhance Students' Comprehension and Understanding128
Developing Thoughtful Literacy135
Summary139
Chapter 6Where to Begin: Instruction for Struggling Readers141
Improving Classroom Instruction142
Enhancing Access to Intensive, Expert Instruction150
Expanding Available Instructional Time156
Availability of Support for Older Struggling Readers173
Summary181
Afterword183
Appendix A187
Appendix B189
Bibliography191
Index205

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