What Really Matters When Working with Struggling Readers

Autor/in	Allington, Richard L.
Titel	What Really Matters When Working with Struggling Readers
Quelle	In: Reading Teacher, 66 (2013) 7, S.520-530 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/TRTR.1154
Schlagwörter	Reading Instruction; Reading Difficulties; Reading Failure; Educational Attitudes; Teacher Attitudes; Decoding (Reading); Reading Teachers; Paraprofessional School Personnel; Fidelity; Reading Research; Difficulty Level; Time on Task; Reading Skills + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Reading disability; Reading weakness; Leseschwäche; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Lehrerverhalten; Dekodierung; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Leseforschung; Schwierigkeitsgrad; Zeitaufwand; Reading skill; Lesefertigkeit
Abstract	We now have an evidence base that documents that we could teach every child to read by the end of first grade. However, most schools have almost none of the key aspects of instruction that have been available in the research to ensure we achieve this goal. In this paper I argue that this failure is not the result of inadequate funding but rather primarily results from an aged system of beliefs about the inevitability that some students will always fail to learn to read. That belief system along with a lack of familiarity with what researchers have demonstrated in the past decade perpetuate schooling where far too many children fail to thrive as readers. In the end, it is up to us, the adults in the school system, to alter our efforts such that every child becomes a reader. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10