This widely adopted text and K-8 practitioner resource demonstrates how successful literacy teachers combine explicit skills instruction with an emphasis on reading for meaning. Distinguished researcher Richard L. Allington builds on the late Michael Pressley's work to explain the theories and findings that guide balanced teaching and illustrate what exemplary lessons look like in action. Detailed examples offer a window into highly motivating classrooms around the country. Comprehensive in scope, the book discusses specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for readers who are struggling.New to This Edition*Updated throughout to reflect important recent research advances.*Chapter summing up the past century's reading debates and the growing acceptance of balanced teaching.*New and revised vignettes of exemplary teachers.
Publisher: Guilford Publications
Number of pages: 487
Weight: 858 g
Dimensions: 229 x 152 x 31 mm
Edition: 4th New edition
"Allington has done a masterful job of integrating current literacy research into the fourth edition of Reading Instruction That Works. The new first chapter offers a historical perspective on literacy instruction that provides needed context for the remainder of the book. This is a 'must read' for students early in their graduate coursework in reading and/or special education, and also would be ideal for a 'teachers as readers' initiative in any school in the country. It is a wonderful synthesis of the best literacy practices, based on research, and is sure to provoke lively and thoughtful discussions in university classrooms and school districts."--Carol S. Beers, School of Education, EdD, College of William and Mary
"There is much to recommend about the fourth edition of Reading Instruction That Works. The authors understand readers, teachers, and the approaches to teaching that best foster reading development. Bringing different, but complementary, perspectives on reading instruction that makes a difference in students' and teachers' lives, they write with a combination of knowledge, insight, and passion that is all too rare. I cannot imagine reading this book and not coming away with new ideas and new enthusiasm for teaching."--Peter Afflerbach, PhD, Department of Teaching and Learning, Policy and Leadership, University of Maryland at College Park
"Pressley originally envisioned this text as a `gateway to the literature on reading and reading instruction.' The book fulfilled this purpose in its prior editions and hits the mark once again in this updated fourth edition from Allington. Making a compelling case for teaching foundational components of reading by referencing research in an highly approachable manner, the book serves as a terrific conceptual overview as well as a practical resource. Whether used in an undergraduate course with future teachers or in a study group with current teachers, the book is a `must read.' The fourth edition continues to foster informed thinking and discussion about productive word- and meaning-based reading instruction in the elementary grades."--Rachel Brown, PhD, Reading and Language Arts Center, Syracuse University
"Thoroughly defines and describes each type of instruction before showing how successful classrooms provide teacher support as children apply the skills they are learning."--Curriculum Connections (on the third edition)
"A valuable resource of significant information and viewpoints about the nature of the reading act, the essential aspects of learning to read and of not learning to read, and the processes needed to transform reading education in our elementary schools today."--Teachers College Record (on the second edition)
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