Introduction to the Fourth Edition, Richard L. Allington
Introduction to the Third Edition, Michael Pressley
1. Skills Emphasis, Meaning Emphasis, and Balanced Reading
Instruction: A Short History
2. Skilled Reading
3. Children Who Experience Problems in Learning to Read
4. Before Reading Words Begins
5. Learning to Recognize Words
6. Fluency
7. Vocabulary
8. Expert Literacy Teaching in the Primary Grades, with Ruth
Wharton-McDonald
9. The Need for Increased Comprehension Instruction
10. Motivation and Literacy
11. Concluding Reflections
Appendix: Landmarks in Development of Literacy Competence (or, What
Happens When)
Author Index
Subject Index
Michael Pressley, PhD, was University Distinguished Professor,
Director of the Doctoral Program in Teacher Education, and Director
of the Literacy Achievement Research Center at Michigan State
University until his death in 2006. An expert on effective
elementary literacy instruction, he was the author or editor of
more than 300 journal articles, chapters, and books. Dr. Pressley
was the recipient of the 2004 E. L. Thorndike Award (from Division
15 of the American Psychological Association), the highest award
given for career research accomplishment in educational
psychology.
Richard L. Allington, PhD, is Professor of Literacy Studies in the
Department of Theory and Practice in Teacher Education at the
University of Tennessee. He has published over 150 articles,
chapters, and books, and has twice received the Albert J. Harris
Award from the International Reading Association (IRA) for an
outstanding contribution to the understanding of the prevention and
assessment of reading disabilities. Dr. Allington has served as
president of both the IRA and the Literacy Research Association. He
is a member of the Reading Hall of Fame.
"This classic book works--and it works extremely well. The fourth
edition provides today's teachers with the very best advice on how
to teach children to read, drawing on validated instructional
methods and presenting them in a balanced and thoughtful
framework." --Steve Graham, EdD, Warner Professor, Mary Lou Fulton
Teachers College, Arizona State University
"Allington has done a masterful job of integrating current literacy
research into the fourth edition of Reading Instruction That Works.
The new first chapter offers a historical perspective on literacy
instruction that provides needed context for the remainder of the
book. This is a 'must read' for students early in their graduate
coursework in reading and/or special education, and also would be
ideal for a 'teachers as readers' initiative in any school in the
country. It is a wonderful synthesis of the best literacy
practices, based on research, and is sure to provoke lively and
thoughtful discussions in university classrooms and school
districts."--Carol S. Beers, School of Education, EdD, College of
William and Mary
"There is much to recommend about the fourth edition of Reading
Instruction That Works. The authors understand readers, teachers,
and the approaches to teaching that best foster reading
development. Bringing different, but complementary, perspectives on
reading instruction that makes a difference in students’ and
teachers’ lives, they write with a combination of knowledge,
insight, and passion that is all too rare. I cannot imagine reading
this book and not coming away with new ideas and new enthusiasm for
teaching."--Peter Afflerbach, PhD, Department of Teaching and
Learning, Policy and Leadership, University of Maryland at College
Park
"Pressley originally envisioned this text as a ‘gateway to the
literature on reading and reading instruction.' The book fulfilled
this purpose in its prior editions and hits the mark once again in
this updated fourth edition from Allington. Making a compelling
case for teaching foundational components of reading by referencing
research in an highly approachable manner, the book serves as a
terrific conceptual overview as well as a practical resource.
Whether used in an undergraduate course with future teachers or in
a study group with current teachers, the book is a ‘must read.’ The
fourth edition continues to foster informed thinking and discussion
about productive word- and meaning-based reading instruction in the
elementary grades."--Rachel Brown, PhD, Reading and Language Arts
Center, Syracuse University -Thoroughly defines and describes each
type of instruction before showing how successful classrooms
provide teacher support as children apply the skills they are
learning. (on the third edition)--Curriculum Connections,
4/1/2007ƒƒA valuable resource of significant information and
viewpoints about the nature of the reading act, the essential
aspects of learning to read and of not learning to read, and the
processes needed to transform reading education in our elementary
schools today. (on the second edition)--Teachers College Record,
2/1/2014
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