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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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"Cunningham and Allington's voice and presentation style are unique, and I think this distinguishes their book from others. This book is an enjoyable and exciting read for my students It makes them want to get out there and teach. They walk away from it with not only a sound set of teaching strategies, but a strong sense of why they would use them, and a belief that they can teach like this!Bravo!" --Donna H. Topping, Millersville University "[Classrooms That Work]'s strengths are the knowledge of the authors, the organization and conversational tone of the text, and the emphasis on "all children can learn"!. I believe the information presented changed my students' perspectives on how reading and writing should be viewed and taught." --Brenda Bradshaw, Southwest Missouri State University "[This book] is easy to understand. The most distinguishing feature is that it is comprehensive and less than [350] pages. It is practical in ways others are not." --Dr.Susan McBridge, California Polytechnic State University The fourth edition of Classrooms That Work emphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students. Pat Cunningham and Dick Allington, with their clear and friendly writing style, emphasize the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students' learning and reading skills. It clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. This affordable book helps teachers engage all children in meaning-centered reading by fostering powerful decoding and comprehension strategies and implementing a balanced reading program. It identifies and explores five components: real reading and writing, guided reading, guided writing, decoding/spelling, and word/word knowledge. The fourth edition is filled with workable, practical strategies and activities to use in the classroom.This book plays upon readers' natural curiosity and desire for relevance by offering a modern, applied approach to "traditional" reading topics and an in-depth look at areas of reading instruction not covered by other books. Chapters 11, 12, and 13 describe a sample day in a Building Blocks kindergarten, a sample day in a Four Blocks primary classroom, and a sample week in a Big Blocks intermediate classroom, respectively. Combined, these chapters show how all of the important components of a balanced literacy program can be integrated. For the fourth edition, the authors have reorganized the chapters to reflect an integrative approach to literacy--this new edition starts with Creating Classrooms That Work, a chapter that summarizes the characteristics of the most effective classrooms. Other chapters on words, comprehension, writing, and assessment inform teachers of the need for a balanced approach to literacy. There are also three new chapters in this edition: *"Creating Enthusiastic, Independent Readers" (Chapter 2) contains ideas for helping all children become independent readers.*"Building Vital, Vivid, and Valuable Vocabularies" (Chapter 5) describes practical strategies for building meaning vocabulary. *"Building the Literacy Foundation" (Chapter 3) describes activities to get young children off to a successful start in reading and writing. Meet the Authors Patricia M. Cunningham is a professor of education at Wake Forest University in Winston Salem, North Carolina. She has taught in various elementary grades and been a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children. Richard L. Allington is a professor of education at the University of Tennessee at Knoxville. He is a past president of the National Reading Conference and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers..
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  Literacy 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.  To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers.  MARKET: Written for administrators and teachers, reading specialists, school psychologists, and classroom teachers who serve kindergarten through ninth grade.

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Fluency has risen to the top of today's instructional agenda and yet it is a process that is still unfamiliar terrain for many teachers To help teachers acquire a fuller understanding of the complexity of fluency development, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in fostering development with a few modest changes to their daily reading lessons that will strengthen every student's fluency development in his book What Really Matters in Fluency. Unlike any other book on the topic of fluency, Dick Allington provides a research-base that supports wide, free voluntary reading as an overlooked component in the development of reading fluency along with implications this has for planning fluency interventions. In addition, Dick provides a comprehensive discussion of the factors that inhibit fluency growth and a number of research-based instructional strategies and routines for turning struggling readers into fluent and achieving readers. Teachers will be inspired and confident to teach fluency! Take a look inside...*Provides a complete review of the theoretical foundations of fluency development.* Details the difference between fluency and simple rapid reading to provide teachers with background knowledge of what fluency is, how it develops, and why it is important. *Features a complete analysis of today's popular fluency assessments and their limitations and offers a detailed framework for developing techniques for monitoring fluency development. *Presents teachers with friendly tools for assessing and monitoring fluency development and the instructional conditions that foster it. *Includes numerous websites that provide teacher-friendly information, strategies, and tools for fluency instruction..
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This classic text introduced the framework for the current Response to Intervention (RTI) initiative Now that federal education policy has caught up with the research and reform models first presented here over a decade ago, this special edition of No Quick Fix is of critical importance to today s teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read..
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At a time when so many pivotal education issues are closely tied to the performance of schools and NCLB policy, Schools That Work provides critical insight into how elementary schools must change to meet the increased demands of education for the 21st century. Praised as the most accessible, readable and practical book on the market, Schools That Work combines renowned authors Dick Allington and Pat Cunningham's expertise as educators with continuing commitment to foster expert teaching in the classroom. Their dynamic analysis of systematic school reform encompasses virtually all areas of elementary school organization. With the goal of turning readers into educated, informed decision-makers, Allington and Cunningham provide a clear and concise introduction to theories of school reform and include an organizational framework to accomplish this goal. This new edition offers: *A view of how schools must change if they are to meet the increased demands of education for the 21st century.*Updated, expanded coverage of recent federal and state initiatives to help teachers address the problems of struggling readers and writers.* A variety of activities for taking stock of the educational effort in school. *New coverage of reading coaches..
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In this timely and important book, nationally-recognized reading researcher Richard Allington tracks and questions the 30-year campaign that has focused on testing, accountability, and federalization of education..
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This compilation addresses instructional issues for teachers of children with reading/learning disabilities The book is designed to help the reader redefine professional beliefs regarding what can be accomplished and to provide useful, specific examples of programs and practices that foster reading development in all children, both inside and outside the classroom..
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Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
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