by Eva Konstantellou, Reading Recovery Trainer
In his recent article in The Reading Teacher, “What Really Matters When Working With Struggling Readers” (click on “Get PDF” under “Article Tools” to read the full article), Richard Allington makes the important point that “struggling readers just participate in too little high-success reading activity every day” (p. 525) and blames this common practice for the failure of struggling readers to become achieving readers. He argues that if struggling readers are asked to read texts that are too difficult for them, they will continue to flounder with very little chance of becoming engaged readers who learn from their own efforts. He proceeds to suggest that the reading development of primary-grade struggling readers will be fostered if they have opportunities to read texts at a high level of accuracy between 98% and 100%, just like the better readers in the classroom.
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