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1 Burnside Education- Teaching Reading and Writing

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

by

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

 

Synopses & Reviews

Publisher Comments:

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

Synopsis:

The Second Edition of this bestselling book includes a new section on No Child Left Behind as well as research sections on reading fluency, comprehension strategies, interventions for struggling readers, and vocabulary development and instruction. What Really Matters for Struggling Readers helps teachers design reading remediation and intervention programs around well-established reality- and research-based components. Nationally-recognized scholar and author Dick Allington offers easy-to-understand interpretations of research that support important principles and shows teachers how to use a variety of best practices with children who are struggling readers.

Synopsis:

What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
  • Includes clear, non-technical summaries of research on the subject of children as proficient readers.
  • Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
  • Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.

In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.

Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from theInternational Reading Association for his contributions to the better understanding of reading and learning disabilities. Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

Description:

Includes bibliographical references (p. 149-161) and index.

Table of Contents

<>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

 

Product Details

ISBN:
9780321063960
Subtitle:
Designing Research-Based Programs
Author:
Allington, Richard L
Author:
Allington, Richard L.
Publisher:
Allyn and Bacon
Location:
New York
Subject:
Teaching Methods & Materials - Reading
Subject:
Reading
Subject:
Language Experience Approach
Subject:
Research
Subject:
Teaching Methods & Materials - General
Copyright:
Edition Description:
Trade paper
Series:
What Really Matters Series
Series Volume:
IMS-14
Publication Date:
20050322
Binding:
Paperback
Grade Level:
College/higher education:
Language:
English
Illustrations:
Yes
Pages:
216
Dimensions:
9.18x7.54x.33 in. .64 lbs.

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Related Subjects

Education » Learning Disabilities
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Education » Writing
Health and Self-Help » Child Care and Parenting » Learning

What Really Matters for Struggling Readers: Designing Research-Based Programs Used Trade Paper
0 stars - 0 reviews
$6.95 In Stock
Product details 216 pages Allyn & Bacon - English 9780321063960 Reviews:
"Synopsis" by ,

The Second Edition of this bestselling book includes a new section on No Child Left Behind as well as research sections on reading fluency, comprehension strategies, interventions for struggling readers, and vocabulary development and instruction. What Really Matters for Struggling Readers helps teachers design reading remediation and intervention programs around well-established reality- and research-based components. Nationally-recognized scholar and author Dick Allington offers easy-to-understand interpretations of research that support important principles and shows teachers how to use a variety of best practices with children who are struggling readers.

"Synopsis" by , What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties.
  • Includes clear, non-technical summaries of research on the subject of children as proficient readers.
  • Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting.
  • Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate.

In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency.

Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from theInternational Reading Association for his contributions to the better understanding of reading and learning disabilities. Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

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