Now in a revised and updated fifth edition, this gold-standard text and K-8 practitioner resource provides a roadmap for comprehensive literacy instruction informed by the science of reading. Rather than advocating one best approach, the book shows how to balance skills- and meaning-focused instruction to support all students' success. Chapters describe specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for learners who are struggling. The book explains the conceptual underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice.
New to This Edition
Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties.
Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs.
Expanded discussions of dyslexia and the role of executive function in reading.
Application tables that translate key concepts into recommended classroom strategies.
Reading Instruction That Works, Fifth Edition : The Case for Balanced Teaching
Description
Table of Contents
Introduction to the Fifth Edition, Tim Pressley
Introduction to the Fourth Edition, Richard L. Allington
Introduction to the Third Edition, Michael Pressley
1. Skills-Emphasis, Meaning-Emphasis, and Scientifically Based Balanced Reading Instruction
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. The Need for Increased Comprehension Instruction
9. Reading Instruction for Emergent Bilinguals, Ana Taboada Barber
10. Expert Literacy Teaching in the Primary Grades, Ruth Wharton-McDonald
11. Motivation and Literacy
12. Concluding Reflections
Author Index
Subject Index
Author Description
Tim Pressley, PhD, is Assistant Professor of Psychology at Christopher Newport University, where he is also a faculty member in the Master of Arts in Teaching program and the Center for Education Research and Policy. Prior to receiving his doctorate, Dr. Pressley was an elementary school teacher. Giving teachers a voice on issues affecting their lives has been a driving force behind his research. His current research focuses on the impact of COVID-19, teacher effectiveness, and teacher development.
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 Literacy Association (ILA) for an outstanding contribution to the understanding of the prevention or assessment of reading disabilities. Dr. Allington has served as president of both the ILA and the Literacy Research Association. He is a member of the Reading Hall of Fame.
Michael Pressley, PhD, until his death in 2006, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. 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 a recipient of the E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.