What Really Matters for Struggling Readers: Designing Research-based Programs
- ISBN-10
- 0137057008
- ISBN-13
- 9780137057009
- Category
- Reading
- Pages
- 246
- Language
- English
- Published
- 2011-01
- Publisher
- Allyn & Bacon
- Author
- Richard L. Allington
Description
The Third Edition 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.
Get the book
Other editions
-
- 2006
- 210 pages
- Paperback
- Pearson/Allyn and Bacon
-
- 1950-02-02
- - pages
- Paperback
- Turtleback
Similar books
-
What Really Matters in Response to Intervention: Research-based Designs
By Richard L. AllingtonLiteracy researcher and best-selling author Dick Allington offers clear recommendations and a teacher-friendly framework to guide classroom teachers in designing response to intervention programs.
-
What Really Matters in Fluency: Research-based Practices Across the Curriculum
By Richard L. Allington" --Pamela Williamson, University of Cincinnati, Ohio"" """The authoritative treatment of the topic, [Allington's] masterful explanations, the accessibility of the text, and a host of practical suggestions. . .make this book immensely ...
-
Reading
By Richard L. Allington, Kathleen KrullSituations taken from daily life demonstrate the usefulness and pleasure of reading.
-
The Book Whisperer: Awakening the Inner Reader in Every Child
By Donalyn MillerPowerful and practical, this book will support you as you change your classroom for the better while helping you to understand how to overcome current classroom cultures where some children learn and many learn to hate reading.” ...
-
Getting to "Got It!": Helping Struggling Students Learn How to Learn
By Betty K. GarnerIt's one of the great mysteries of teaching: Why do some students "get it" and some students don't? In this book, Betty K. Garner focuses on why students struggle and what teachers can do to help them become self-directed learners.
-
Reading Reconsidered: A Practical Guide to Rigorous Literacy Instruction
By Doug Lemov, Colleen Driggs, Erica WoolwayMichael L. Kamil, Peter B. Mosenthal, P. David Pearson, and Rebecca Barr (Mahwah, N.J.: Erlbaum, 2000), 3:269–284. 10. David Coleman and Susan Pimentel,Bringing the Common Core to Life: Ten Essays on the Anchor Reading Standards ...
-
Small-group Reading Instruction: Differentiated Teaching Models for Intermediate Readers, Grades 3-8
By Beverly B. Tyner, Sharon E. GreenThis edition reflects the authors' insight gained from working with students and teachers across the United States.
-
What Really Matters for Middle School Readers: From Research to Practice
By Richard L. AllingtonDr. Allington stresses that through expanding the volume of high-success reading that students experience each day, as well as through the wide variety of additional classroom strategies and methodologies included in the text, middle school ...
-
What Research Has to Say about Fluency Instruction
By Alan E. Farstrup, S. Jay SamuelsThis work talks about development of fluency, factors affecting fluency, definition, history, measurement and assessment, struggling readers, and English-language learners. Reading fluency has become a hot topic. When Cassidy and...
-
Taming the Wild Text: Literacy Strategies for Today's Reader
By Pam Allyn, Monica BurnsWolf, Mikyung Kim, Amy C. Crosson, and Lauren B. Resnick. 2004. “Classroom Talk for Rigorous Reading Comprehension Instruction.” Reading Psychology 26 (1): 27–53. Wolpert, Gloria, and Lisa Anne Vacca-Rizopoulos. 2012.