Essential Readings on Struggling Learners

International Reading Assoc.

“Struggling readers do not need new commercial reading programs—although this is what most schools spend the available money on. What struggling readers need are schoolwide efforts to provide them with more expert and more intensive reading lessons.” So says distinguished educator Richard Allington in his introduction to this compilation on helping students at risk of reading difficulty or failure.

The 20 articles, selected by Allington from IRA’s prestigious journal The Reading Teacher, are grouped around three themes: (1) assessing readers and programs, (2) models for planning reading instruction for struggling readers, and (3) comprehension: the reason for reading. With this collection, you’ll get great ideas to help all students succeed. And each article includes questions intended to spark reflection and prompt discussion—making this resource ideal for school-based book-study groups or teacher education.

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Additional Information

Publisher
International Reading Assoc.
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Published on
May 3, 2010
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Pages
192
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ISBN
9780872078116
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Language
English
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Genres
Education / Teaching Methods & Materials / Reading & Phonics
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Content Protection
This content is DRM protected.
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Richard L. Allington
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

A part of the What Really Matters series, the Third Edition of What Really Matters for Struggling Readers examines the increasing amount of research demonstrating that we can teach every child to read.

Using non-technical summaries, nationally recognized scholar and author Dick Allington delivers a concise and balanced introduction to reading remediation and intervention programs; showing teachers how to use a variety of best practices with children who are struggling readers in order to transform them into proficient readers. This new edition includes new findings on reading achievement and instruction, reading volume as it relates to reading proficiency, reader-text match, fluency development, comprehension strategies and instruction for struggling readers. Its emphasis is on explaining what the research says, why it works and how to use this information to provide intensive, expert reading instruction for all children. The continued focus on helping teachers design reading remediation and intervention programs around well-established reality and research-based components is framed within the confines of the No Child Left Behind Act.

Written by authors you know and trust, each of the books in the What Really Matters series offers a succinct presentation of what matters most when teaching different aspects of the reading process. With a thought-provoking, rich presentation, Dick Allington explores complex issues teachers of reading face in today’s classrooms and brings each of the topics to life. These brief and inexpensive books are written in a lively narrative with clear organization, exceptional pedagogy, and special features. Their friendly design and compact size make the books accessible, convenient, and easy-to read.

Richard L. Allington
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book.

The Response to Intervention initiative has risen to the top of today’s instructional agenda and yet it is a process that is unfamiliar terrain for many teachers. To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. Unlike any other book on the topic, Dick Allington provides a research-base that supports closing the reading achievement gap along with implications this has for designing RTI programs. In addition, Dick provides a comprehensive discussion of the factors that inhibit poor, disabled, and second-language learners from achieving and offers a number of research-based instructional strategies and routines for turning struggling readers into achieving readers. Teachers will be inspired and confident to design response to instruction programs!

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Provides a complete review of what is critical to accelerating the development of struggling readers. Presents educators with a framework for how we might design response to intervention (RTI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. Features a complete analysis of response to intervention design (RTI) and offers a detailed framework for evaluating existing and future intervention efforts. Includes numerous websites that provide teacher-friendly information, strategies, and tools for accelerating reading development.
Richard L. Allington
Summer reading loss accounts for roughly 80% of the rich/poor reading achievement gap. Yet far too little attention is given to this pressing problem. This timely volume now offers not only a comprehensive review of what is known about summer reading loss but also provides reliable interventions and guidance.

Written by acknowledged experts and researchers on reading, remedial reading, and special education, this collection describes multiple models of innovative summer reading and book distribution initiatives. It also provides research-based guidelines for planning a successful summer reading program, including tips on book selection, distribution methods, and direction for crucial follow-up. Most important, the authors clearly show how schools and communities can see greater academic gains for students from low-income families using the methods described in this book than from much more costly interventions.

Contributors: Richard L Allington, Lynn Bigelman, James J. Lindsay, Anne McGill-Franzen, Geraldine Melosh, Lunetta Williams

“Summer Reading shows us how to make voluntary reading programs work, especially for low-achievers. This could be the foundation of a reform movement that stands a chance of closing the achievement gap between rich and poor that haunts American schools.” 
—P. David Pearson, University of California, Berkeley

“Few interventions hold such promise for narrowing the growing reading achievement gap between low- and high-socioeconomic-status students. This book draws attention to this worthy topic and offers ways to channel that attention into concrete policies and practices. As a scholar focused on issues of equity in literacy education, I will definitely have a copy of this book on my shelf.” 
—Nell K. Duke, University of Michigan

“The solution to the problem of the achievement gap in literacy development is right here: Simple, obvious, and supported by massive evidence.” 
—Stephen Krashen, professor emeritus, The University of Southern California

“Give a copy of this book to every parent, teacher, school administrator, and policymaker you can find and urge them to read it.” 
—Peter Johnston, The University at Albany, State University of New York

Richard L. Allington is a professor of literacy studies at the University of Tennessee and past president of the National Reading Conference and the International Reading Association. His books include No Quick Fix, The RTI Edition. Anne McGill-Franzen is professor and director of the Reading Center at the University of Tennessee. Both authors are recipients of the International Reading Association Albert J. Harris Award for research on reading and learning disabilities.

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