ERIC Number: EJ1009387
Record Type: Journal
Publication Date: 2013-Apr
Abstractor: As Provided
Reference Count: 87
What Really Matters When Working with Struggling Readers
Allington, Richard L.
Reading Teacher, v66 n7 p520-530 Apr 2013
We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather primarily results from an aged system of beliefs about the inevitability that some students will always fail to learn to read. That belief system along with a lack of familiarity with what researchers have demonstrated in the past decade perpetuate schooling where far too many children fail to thrive as readers. In the end, it is up to us, the adults in the school system, to alter our efforts such that every child becomes a reader.
Descriptors: Reading Instruction, Reading Difficulties, Reading Failure, Educational Attitudes, Teacher Attitudes, Decoding (Reading), Reading Teachers, Paraprofessional School Personnel, Fidelity, Reading Research, Difficulty Level, Time on Task, Reading Skills
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Grade 1
Authoring Institution: N/A