Overview
In his unique and expert voice, Allington delivers a concise and balanced introduction to reading remediation and intervention programs and the topic of struggling readers, 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 and 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.Easy-to-understand interpretations of research that support key principles of effective instructional design and show teachers how to use a variety of best practices with children who are struggling readers make this a best-selling book on the market!
Editorials
From the Publisher
A strength of using Allington’s book is reading friendliness. As I read his book, I felt like I was having a conversation with him.
- Dr. Stacey Leftwich, Rowan University, Department of Reading, Glassboro, NJ
This book beautifully frames the beliefs that guide practice in working with struggling readers and overall all readers.
This is an accessible, readable, and engaging affirmation for practicing teachers, reminding them of their importance in literacy programs and offering ideas for their continued growth and ever-developing repertoire of effective strategies and approaches.
I commend Allington for this faith in teachers as decision-makers.
- Denise H. Stuart, Ph.D., The University of Akron, Curricular and Instructional Studies, Akron OH
Dear Dr. Allington,
I have just finished reading your book What Really Matters for Struggling Readers: Designing Research-Based Programs. I have been quoting you for the past couple of weeks during which I have been reading your book. It is such a helpful book! Here are my favourite parts:
1. The general guideline (I believe it was from NY) that children read and respond to 25+ books per year.
2. The advice to calculate the percentage of reading accuracy.
3. The suggestion of having 500 - 1500 books in a classroom roughly half and half fiction and non-fiction. Half at reading level and half below. I am busy counting my books. What wonderful guidelines!! While I often read about general targets, there is something about these numbers that is giving me a specific initial target (very motivating!)
- Ingrid Veilleux, Adjunct Teaching Professor, University of British Columbia; Learning Assistance Teacher, Brighouse Elementary, Richmond, BC