What really matters for struggling readers Figuring out how to effectively teach each struggling reader to read - Dr. Richard Allington -

A struggling reader poses an instructional problem Solving those individual instructional problems is the only solution Expertise is essential for solving problems

Effective instruction is the only solution Children differ Struggling readers differ Intervention designs must be based on knowledge of these differences Figuring out how to best teach each struggling reader is the essential task

Two themes Quality of reading instruction –Core program –Intervention Quantity of high-quality reading instruction –Across school day/year –Beyond school day/year

Quality Reader/text match Access and choice Volume of deliberate practice Literate conversation v. interrogation Useful, explicit strategy instruction Coherence/coordination

High-Success Reading Accurate, fluent, high-comprehension –98-100% accuracy –Reads in phrases with expression –90% comprehension

Does every 4 th grader (or 7 th or 9 th grader): –Receive 300+ minutes of High-Success core instruction every day? –Does the intervention add more High-Success reading instructional minutes?

Or, do many 4 th graders (or 7 th or 9 th ): –Have desks full of books they cannot read? –Get whatever standard lesson is offered? –Go to intervention that does not extend instructional time and is not coordinated with core instruction?

Quantity Core = 90 minutes –High-quality Intervention = Added minutes –High-quality

Intervention schedule Before, after school –Extend the school day Add hours of reading lessons Summers –Extend the school year Add 30 days, hours of reading lessons

Why struggling readers struggle In too many schools struggling readers have: –Desks full of books they cannot read –Assignments they cannot do –Lessons designed for on-level readers –Limited quantity of high-success reading

Do interventions increase minutes/ hours of HQ reading lessons? Do they foster success in the core lessons?

In summary Accelerated growth requires adding quantity But begin by ensuring quality of core and intervention lessons

There are no miracle cures The quality and quantity of reading lessons are the key factors in designing efforts to assist struggling readers.