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What Really Matters for Struggling Readers: Designing Research-Based Programs, 3rd edition

Published by Pearson (January 20, 2011) © 2012

  • Richard L. Allington University of Tennessee, Knoxville

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  • Follows the What Really Matters format–focusing on one aspect of the reading process and capturing the best, research-based instructional advice on that topic.
  • Delivers a concise and balanced introduction to reading remediation and intervention programs–and presents evidence-based practices that can transform students from struggling readers to proficient readers.
  • Offers non-technical summaries of research–that show a variety of best practices that are effective with children who are struggling readers.
  • Includes research sections on critical topics such as reading fluency, comprehension strategies, access to appropriate books and critical design.

  • Includes more findings from the federal Reading First initiative—and updated reports on reading achievement in U.S. Schools.
  • Updates the topic of reading volume—to explain how reading volume predicts reading proficiency.  
  • Emphasizes the importance of reader-text match—and reveals why struggling readers need large amounts of high-success reading and why it is a critical aspect of lesson planning.
  • Offers a stronger chapter on fluency—and discusses why expanding reading volume works even better than repeated reading in fluency development.
  • Examines how to use vocabulary development and literate conversations—as a means of fostering comprehension growth.
  • Explores the federal RtI legislation and the unique opportunity it provides to finally get reading instruction for struggling readers’ right and to eliminate kids labeled LD or struggling readers.
  • Strong focus on what we know and why it is time to use this knowledge and teach every child to read well.

Chapter 1: Reading Achievement and Instruction in U.S. Schools

Chapter 2: What Really Matters: Kids Need to Read a Lot

Chapter 3: Kids Need Books They Can Read

Chapter 4: Kids Need to Learn to Read Fluently

Chapter 5: Kids Need to Develop Thoughtful Literacy

Chapter 6: Where to Begin: Instruction for Struggling Readers

Richard L. Allington is a past president of the International Reading Association and of the National Reading Conference. He has written more than 100 published papers and reports on reading difficulties, and is the author or coauthor of What Really Matters in Response to Intervention, What Really Matters in Fluency, Classrooms That Work, and Schools That Work. Dick is a former classroom teacher, reading specialist, and federal programs director who has studied and written about reading intervention including his influential article in the Journal of Adolescent & Adult Literacy, “If They Don’t Read Much, How They Ever Gonna Get Good?”.

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