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What Really Matters for Struggling Readers: Designing Research-Based Programs
Synopses & Reviews
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
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.
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.
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.
Includes bibliographical references (p. 149-161) and index.
Table of Contents
c h a p t e r 1 Reading Instruction in U.S. Schools
Why Another Book?
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?
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
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
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
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
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
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
What Our Readers Are Saying