Stellar Reviews for the Second Edition!

“Allington has rediscovered the gold from among the innumerable nuggets of reading research ore…he values the reader’s specific interests and needs, but does not overwhelm.”

M. Priscilla Myers, Santa Clara University

“The author uses realistic examples from teachers and classrooms to illustrate effective, meaningful reading instruction with struggling readers. A teacher teaching other teachers is a powerful model for reforming instruction.”

Jo Ann Dugan, Ohio University

A must-have reading resource by nationally recognized scholar and author Richard Allington!

In his unique and expert voice, Allington delivers a concise and balanced introduction to reading remediation, intervention programs, and the topic of struggling readers in 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. It 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.

What Really Matters for Struggling Readers’ easy-to-understand interpretations of research that support key principles of effective instructional design, along with its guidance for teachers on how to use a variety of best practices with children who are struggling readers, have made this a best-selling book!

Take a Peek inside the Second Edition

• New! Research on the role of choice in motivating reading activity and development
• New! A procedure for evaluating your school’s success in meeting the needs of struggling readers
• New! At-a-glance chart that correlates reading research to Reading First
• New! Section on expanding vocabulary as a component of comprehension development
• Guidance on monitoring volume of reading and creating interventions that expand reading activity
• Instructional models and methods for fostering fluency
• Includes comprehension strategy instruction with a focus on developing higher-order comprehension and discussion

US students rank 15th in reading--dead last--of all the English-speaking nations on the list provided by Allington (U. of Tennessee, Knoxville). In this text for potential researchers, he focuses on what the US needs to learn if it is to have half a chance at meeting the goals of the No Child Left Behind Act of 2001. He describes the characteristics of scientifically-based reading research and some of its most significant subjects, and he discusses developing instruction for struggling readers, improving classroom instruction and access to intensive instruction, expanding available instruction time, and making support available for older struggling readers.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)

A nationally recognized scholar offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.

"Stellar Reviews for the Second Edition!" <P> &#147; Allington has rediscovered the gold from among the innumerable nuggets of reading research ore&#133; he values the reader's specific interests and needs, but does not overwhelm.&#148; <BR>" M. Priscilla Myers, Santa Clara University" <P> &#147; The author uses realistic examples from teachers and classrooms to illustrate effective, meaningful reading instruction with struggling readers. A teacher teaching other teachers is a powerful model for reforming instruction.&#148; <BR>" Jo Ann Dugan, Ohio University" <P> A "must-have reading resource" by nationally recognized scholar and author Richard Allington! <P> In his unique and expert voice, Allington delivers a concise and balanced introduction to reading remediation, intervention programs, and the topic of struggling readers in 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. It 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. <P> "What Really Matters for Struggling Readers'" easy-to-understand interpretations of research that support key principles of effective instructional design, along with its guidance for teachers on how to use a variety of best practices with children who are struggling readers, have made this a best-selling book! <P> Take a Peek inside the Second Edition New! Research on the role of choice in motivating reading activity and development New! A procedure forevaluating your school's success in meeting the needs of struggling readers New! At-a-glance chart that correlates reading research to Reading First New! Section on expanding vocabulary as a component of comprehension development Guidance on monitoring volume of reading and crea

<>PREFACE

c h a p t e r  1  Reading Instruction in U.S. Schools

Why Another Book?

Why Now?

So How Bad Is the Situation in Terms

of Reading Achievement?

But If Achievement Is Actually Rising, Why Another Book?

Can Educational Research Provide Support

for Meeting These Challenges?

The No Child Left Behind Act of 2001

What Are Characteristics of Scientifically

Based Reading Research?

SUMMARY

c h a p t e r  2  What Really Matters: Kids Need to Read a Lot

Research on Volume of Reading

Thinking about Volume of Reading

SUMMARY

c h a p t e r  3  Kids Need Books They Can Read

Task Difficulty, Choice, and Achievement

Methods for Estimating Text Complexity

Enhancing Access to Appropriate Books

SUMMARY

c h a p t e r 4 Kids Need to Learn to Read Fluently

Understanding the Importance of Reading Fluently

Interventions to Develop Fluency in Struggling Readers

SUMMARY

c h a p t e r  5  Kids Need to Develop Thoughtful Literacy

Conversation and Connections

Isn’t Thoughtful Literacy Just a Buzz-Word

for Comprehension?

The Effects of Thoughtful Literacy Instruction

Research on Effective Comprehension Instruction

Vocabulary Knowledge Is Important for Thoughtful Literacy

Crafting Opportunities That Enhance Students’

Comprehension and Understanding

Developing Thoughtful Literacy

SUMMARY

c h a p t e r  6  Where to Begin: Instruction for Struggling Readers

Improving Classroom Instruction

Enhancing Access to Intensive, Expert Instruction

Expanding Available Instructional Time

Availability of Support for Older Struggling Readers

 

SUMMARY

AFTERWORD

APPENDIX A

APPENDIX B

BIBLIOGRAPHY

INDEX