One of the most respected reading teachers, professors, and all-around educational gurus, Richard Allington recently wrote a powerful and thought-provoking article about reading, What Really Matters With Struggling Readers. Allington discusses many structures and routines schools develop that often inhibit reading growth, and how schools can move forward by utilising their resources effectively to help support struggling readers. A s you read through the article, think about MIS and how we are or could improve our support for our struggling readers.
At the end of the article, Allington poses a few questions for discussion and thought:
One thing that every educator who reads this article might do is to respond to each of the following characteristics of research-based reading lessons for struggling readers: