Richard L. Allington

#elementaryeducation #literacy #teacher #paperback 

Light Paperback (1 lb or less)

New York

Rethinking Literacy Programs in America's Elementary Schools

Responding to the growing consensus among researchers and educators that prevention of learning problems makes more sense than remediation, this book presents essays that suggest ways to improve literacy instruction for all children, particularly those who are at risk. Essays in the book discuss practical matters such as funding, curriculum, assessment, and present numerous case studies of effective programs. After an introduction ("Literacy Lessons in the Elementary Schools: Yesterday, Today, and Tomorrow" by Richard L. Allington), chapters in the book are: (1) "Redefining and Reforming Instructional Support Programs for At-Risk Students" (Sean A. Walmsley and Richard L. Allington); (2) "Flunking: Throwing Good Money after Bad" (Richard L. Allington and Anne McGill-Franzen); (3)"Estimating Cost-Effectiveness and Educational Outcomes: Retention, Remediation, Special Education, and Early Intervention" (Philip C. Dyer and Ronald Binkney); (4) "Portfolios in the Classroom: What Happens When Teachers and Students Negotiate Assessment?" (Laura P. Stowell and Robert J. Tierney); (5) "Literacy Partnerships for Change with 'At-Risk' Kindergartners" (Lesley Mandel Morrow and Ellen M. O'Connor); (6) "Reducing Retention and Learning Disability Placement through Reading Recovery: An Educationally Sound, Cost-Effective Choice" (Carol A. Lyons and Joetta Beaver); (7) "Eliminating Ability Grouping and Reducing Failure in the Primary Grades" (Dorothy P. Hall and others); (8) "First Grade Teachers Provide Early Reading Intervention in the Classroom" (Barbara Taylor and others); (9) "Scoring Well on Tests or Becoming Genuinely Literate: Rethinking Remediation in a Small Rural School" (Trudy P. Walp and Sean A. Walmsley); (10) "Improving Early Literacy: Vermont Stories of Educational Change from the Bottom Up and the Top Down" (Susan Carey Biggam and others); (11) "Change in Urban Schools with High Concentrations of Low-Income Children: Chapter I Schoolwide Projects" (Linda F. Winfield); and (12) "The Implementation of the Accelerated School Model in an Urban Elementary School" (Stephanie L. Knight and Jane A. Stallings). An afterword ("No Quick Fix: Where Do We Go from Here?" by Richard L. Allington and Sean A. Walmsley) concludes the book. (RS)

No Quick Fix

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This classic text introduced the framework for the current Response to Intervention (RTI) initiative. Now that federal education policy has caught up with the research and reform models first presented here over a decade ago, this special edition of No Quick Fix is of critical importance to today’s teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read. Outlining the key factors essential for effective reform of early literacy programs, this groundbreaking resource presents: A framework for the comprehensive redesign of early reading instruction and early intervention services. Proven national models of early intervention, including Reading Recovery, along with their impacts on reducing referrals for special education services. A unified intervention delivery model that calls for an end to fragmented special services. A more cost-effective means of intervention that meets the needs of instructionally needy children.

Category - Fiction / Education

Format - Paperback

Condition - Excellent

Listed - 2 years ago

Views - 6

Ships From - New York

Est. Publication Date - Jan 1995

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Category - Fiction / Education

Format - Paperback

Condition - Excellent

Listed - 2 years ago

Views - 6

Ships From - New York

Est. Publication Date - Jan 1995

Seller Description

Additional Information

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No Quick Fix

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$1.00

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No Quick Fix

By: Richard L. Allington

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