What Really Matters for Struggling Readers: Designing Research-Based Programs

By R. Allington. 2000

783 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7aaee175ca08592ac9eed329879fb183c41dccc5

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Citations in the corpus

Co-Constructors of Data, Co-constructors of Meaning: Teacher Professional Development in an Age of Accountability (2008, background): “George and Daphne focused on cognitive strategies (Allington, 2001; Duke & Pearson, 2002; Ivey & Fisher, 2006; Tovani, 2004) but did little to foster self-regulation.”
Understanding the Fourth-Grade Slump: Our Point of View (2008, background): “An important part of becoming an effective reader is to have easy access to a wide variety of narrative and informational resources written at different reading and interest levels and to engage daily in actual in-school reading for 90 minutes ( Allington 2006 ).”
Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence‐Based Study (2007, background): “Recent research has suggested that the children who are most likely to experience reading difficulties throughout their school years are those who attend a low-achieving school, have limited English proficiency, are unfamiliar with standard English dialect, or live in communities of poverty (Allingt”
You Can't Learn Much from Books You Can't Read (2002, background): “And everyone knows how poorly our high school students rank (Allington, 2001; National Center for Educational Statistics, 2001).”
Research on Vocabulary Instruction in the Content Areas: Implications for Struggling Readers (2005, background): “However, students who lag behind their peers in reading achievement engage in less reading, know fewer words, and hence find it increasingly more difficult to handle all reading tasks, including content area reading (Allington, 2001 ).”
A National Survey of Guided Reading Practices: What We Can Learn from Primary Teachers (2008, background): “It is important that independent and instructional level texts are used in guided reading to help children become competent readers ( Allington, 2001 ; Krashen, 1993 ).”
Equity Beyond Bias in Language Technologies for Education (2019, background): “Teachers have difﬁculty creating these interactions (Allington, 2005), and intelligent agents have at least the potential for scaffolding tasks through real-time support for students as they perform their own tasks (Adamson et al., 2014).”
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools (2011, background): “Phase 3 of SEM-R is also based on research that avoids ineffective reading instruction (Flippo, 1998), focusing instead on effective reading instruction as identified by experts in reading (Allington, 2001; Anderson et al., 1988; Snow, Burns, & Griffin, 1998) as well as enrichment and engagement ped”
Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both? (2006, background): “Although students may adequately recognize the mathematical words and problems on the page, they lack the necessary comprehension strategies, such as activating prior knowledge, for reading mathematics ( Allington, 2001 ; Pearson, 1996 ).”
Repeated Reading versus Continuous Reading: Influences on Reading Fluency and Comprehension (2007, background): “Alternatively, researchers have suggested that it is increased reading across a range of materials that generates rate improvements, rather than the repetition of text (e.g., Allington, 2001; Kuhn, 2004).”
Assessing students' Metacognitive Awareness of Reading Strategies (2002, background): “Current reading research, which stresses the interactive, constructive nature of reading, suggests the need for all students (especially struggling ones) to become “constructively responsive” readers (Pressley & Afflerbach, 1995, p, 83), and “thoughtfully literate” individuals (Allington, 2000, p, 9”