Reading Instruction That Works, Fourth Edition: The Case for Balanced TeachingThis 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. |
Contents
Introduction to the Fourth Edition | 1 |
Introduction to the Third Edition | 4 |
A Short History | 17 |
2 Skilled Reading | 63 |
3 Children Who Experience Problems in Learning to Read | 83 |
4 Before Reading Words Begins | 113 |
5 Learning to Recognize Words | 164 |
6 Fluency | 219 |
8 Expert Literacy Teaching in the Primary Grades | 277 |
9 The Need for Increased Comprehension Instruction | 314 |
10 Motivation and Literacy | 377 |
11 Concluding Reflections | 429 |
Landmarks in Development of Literary Competence or What Happens When | 461 |
Author Index | 467 |
| 479 | |
7 Vocabulary | 248 |
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Common terms and phrases
ability academic activities adults Allington analysis balanced basal readers beginning reading chapter classrooms cognitive comprehension instruction comprehension strategies context cues decodable texts Developmental Developmental Psychology dyslexia Educational Ehri elementary emergent literacy emphasized engaging Erlbaum evidence experiences fast mapping fluency grade Guilford Press interactions International Reading Association intervention Journal ofEducational Psychology kindergarten language learning to read lessons letter letter–sound literacy development literacy instruction literacy research meaning meaning-emphasis approaches metacognition National Reading National Reading Panel ofReading ofthe phonemic awareness phonics instruction phonological phonological awareness poor readers practice preschool Pressley prior knowledge processes reading achievement reading and writing reading comprehension reading disability reading instruction reading programs Reading Recovery Reading Research Quarterly reported Review Sesame Street skilled readers skills instruction skills-emphasis spelling Stahl Stanovich story storybook reading strategies instruction struggling readers synthetic phonics taught tion understanding Vellutino whole-language word recognition word-level York