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:
- Do we expect our struggling readers to read and write more every day than our achieving readers?
- Have we designed our reading lessons such that struggling readers spend at least two-thirds of every lesson engaged in the actual reading of texts?
- Do we ensure that the texts we provide struggling readers across the full school day are texts that they can read with at least 98% word recognition accuracy and 90% comprehension?
- Does every struggling reader leave the building each day with at least one book they can read and that they also want to read?
- Have we ensured that every intervention for our struggling readers is taught only by our most effective and most expert teachers?”