You Can't Learn Much from Books You Can't Read

By R. Allington. 2002

134 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b44f5eed79b430d558ea526732a743544c505f9b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Gay Ivey
2. D. Fisher
3. A. Palumbo
4. Joseph Sanacore
5. C. Marlowe

Citations in the corpus

• Literacy and Language as Learning in Content-Area Classes: A Departure from “Every Teacher a Teacher of Reading” (2005, background): “Effective teachers of content literacy do not rely on a one-size-fitsall text (e.g., Allington & Johnston, 2002), but instead use a multisourced and multileveled collection of texts for learning (Allington, 2002).”
• Understanding the Fourth-Grade Slump: Our Point of View (2008, background): “Furthermore, they present information at different levels of readability and understanding as compared to textbooks, which are usually written above their designated grade levels and, therefore, can cause learning difficulty and frustration for many students ( Chall and Conard 1991 ; Budiansky 2001”