What Really Matters for Struggling Readers: Designing Research-Based Programs
by Richard Allington and Allyn & Bacon
Research and practice that teachers can use to develop better methods for helping children with reading difficulties
In his unique and expert voice, the author Allington delivers a concise and balanced introduction to reading remediation and intervention programs and the topic of struggling readers, in grades 2 to 9.
This second edition includes easy to understand research that supports key principles of effective instructional design and shows teachers how to use a variety of best practices with children who are struggling readers, making this a best-selling book in the market
Features
- Clear, non-technical summaries of research on the subject of children as proficient readers
- Guidance on monitoring the amount of reading and creating interventions that expands reading activity
- 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
- 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 on comprehension strategy with a focus on developing higher-order comprehension and discussion
- Research section on critical design features for interventions for struggling readers
New To This Edition
- New research section on vocabulary development and instruction
- New research section on the role of choice in reading activity
- New section on Reading First Supplementary Services intervention designs
- Expanded section on learning from the Exemplary Teacher and Beating the Odds Studies
- At-a-glance chart correlating some of the reading research to Reading First
Second edition, ©2006, 216 pages.
Table of ContentsexpandClick to collapse
Table of Contents
Chapter 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?
Chapter 2: What Really Matters: Kids Need to Read a Lot
- Research on Volume of Reading
Thinking about Volume of Reading
Chapter 3: Kids Need Books They Can Read
- Task Difficulty, Choice, and Achievement
Methods for Estimating Text Complexity
Enhancing Access to Appropriate Books
Chapter 4: Kids Need to Learn to Read Fluently
Understanding the Importance of Reading Fluently
Interventions to Develop Fluency in Struggling Readers
Chapter 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
Chapter 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
What Really Matters for Struggling Readers: Designing Research-Based Programs is targeted at the following age ranges:
- Adult
What Really Matters for Struggling Readers: Designing Research-Based Programs is designed to foster development in the areas of:
- Literacy
- Resource preparation
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