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What Really Matters for Struggling Readers
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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

 

Promotional Information

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.

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