jan 1, 2013 - Author -Article in Reading Times: What Really Matters When Working with Struggling Readers
Description:
Conveys what the research has indicated about teaching beginning reading in plain language. Allington opens with an argument that
pre-packaged reading program companies hold too much sway daily classroom practice than do research activities.
He notes how too often “what the research says” has been ignored and that ineffective instructional practices continue in classrooms.
Allington provides a list of common practices that research has suggested be eliminated from the school day. He closes by suggesting that common aspects of the reading instruction currently offered could and should be eliminated and that the savings be invested in research-based reading lessons.
Added to timeline:
Richard Allington
Historical timeline project
Date:
