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What Really Matters: What Really Matters for Struggling Readers : Designing Rese

alankiwi
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US $3.00
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Like New
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Located in: Oshkosh, Wisconsin, United States
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eBay item number:401740113137
Last updated on Mar 28, 2025 11:39:24 PDTView all revisionsView all revisions

Item specifics

Condition
Like New: A book that looks new but has been read. Cover has no visible wear, and the dust jacket ...
Product Type
Paperback textbook
Educational Level
Professional
Personalized
No
Topic
Reading Instruction
Modified Item
No
ISBN
9780205443246
Subject Area
Language Arts & Disciplines, Education
Publication Name
What Really Matters for Struggling Readers : Designing Research-Based Programs
Publisher
Allyn & Bacon, Incorporated
Item Length
7.5 in
Subject
Teaching Methods & Materials / Reading & Phonics, Professional Development, Reading Skills, Teaching Methods & Materials / General
Publication Year
2005
Series
What Really Matters Ser.
Type
Textbook
Format
Trade Paperback
Language
English
Item Height
0.4 in
Author
Richard L. Allington
Features
Revised
Item Weight
10.9 Oz
Item Width
9.3 in
Number of Pages
216 Pages
Category

About this product

Product Identifiers

Publisher
Allyn & Bacon, Incorporated
ISBN-10
0205443249
ISBN-13
9780205443246
eBay Product ID (ePID)
44127527

Product Key Features

Number of Pages
216 Pages
Language
English
Publication Name
What Really Matters for Struggling Readers : Designing Research-Based Programs
Subject
Teaching Methods & Materials / Reading & Phonics, Professional Development, Reading Skills, Teaching Methods & Materials / General
Publication Year
2005
Features
Revised
Type
Textbook
Subject Area
Language Arts & Disciplines, Education
Author
Richard L. Allington
Series
What Really Matters Ser.
Format
Trade Paperback

Dimensions

Item Height
0.4 in
Item Weight
10.9 Oz
Item Length
7.5 in
Item Width
9.3 in

Additional Product Features

Edition Number
2
Intended Audience
Scholarly & Professional
LCCN
2004-060208
Dewey Edition
22
Grade From
College Graduate Student
Illustrated
Yes
Dewey Decimal
372.43
Edition Description
Revised edition
Table Of Content
<>PREFACE c h a p t e r 1 Reading Instruction in U.S. Schools Why Another Book? Why Now? So How Bad Is the Situation in Terms of Reading Achievement? But If Achievement Is Actually Rising, Why Another Book? Can Educational Research Provide Support for Meeting These Challenges? The No Child Left Behind Act of 2001 What Are Characteristics of Scientifically Based Reading Research? SUMMARY c h a p t e r 2 What Really Matters: Kids Need to Read a Lot Research on Volume of Reading Thinking about Volume of Reading SUMMARY c h a p t e r 3 Kids Need Books They Can Read Task Difficulty, Choice, and Achievement Methods for Estimating Text Complexity Enhancing Access to Appropriate Books SUMMARY c h a p t e r 4 Kids Need to Learn to Read Fluently Understanding the Importance of Reading Fluently Interventions to Develop Fluency in Struggling Readers SUMMARY c h a p t e r 5 Kids Need to Develop Thoughtful Literacy Conversation and Connections Isn't Thoughtful Literacy Just a Buzz-Word for Comprehension? The Effects of Thoughtful Literacy Instruction Research on Effective Comprehension Instruction Vocabulary Knowledge Is Important for Thoughtful Literacy Crafting Opportunities That Enhance Students' Comprehension and Understanding Developing Thoughtful Literacy SUMMARY c h a p t e r 6 Where to Begin: Instruction for Struggling Readers Improving Classroom Instruction Enhancing Access to Intensive, Expert Instruction Expanding Available Instructional Time Availability of Support for Older Struggling Readers SUMMARY AFTERWORD APPENDIX A APPENDIX B BIBLIOGRAPHY INDEX
Synopsis
The Second Edition of this bestselling book includes a new section on No Child Left Behind as well as research sections on reading fluency, comprehension strategies, interventions for struggling readers, and vocabulary development and instruction. What Really Matters for Struggling Readers helps teachers design reading remediation and intervention programs around well-established reality- and research-based components. Nationally-recognized scholar and author Dick Allington offers easy-to-understand interpretations of research that support important principles and shows teachers how to use a variety of best practices with children who are struggling readers., US students rank 15th in reading--dead last--of all the English-speaking nations on the list provided by Allington (U. of Tennessee, Knoxville). In this text for potential researchers, he focuses on what the US needs to learn if it is to have half a chance at meeting the goals of the No Child Left Behind Act of 2001. He describes the characteristic
LC Classification Number
LB1050.5.A45 2006

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alankiwi

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