The Fifth Edition of Classrooms That Work emphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students. Best-selling authors Pat Cunningham’s and Dick Allington’s clear and friendly writing style emphasizes the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students’ learning and reading skills. The book clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. Chapter 4 addresses the topic of fostering fluency, providing teachers with a variety of ways to increase the amount of reading their students are doing and make sure that ALL students are learning to quickly and accurately read and spell the most common words. The authors also address how teachers can dramatically increase the amount of reading and writing their students do each day by incorporating literacy activities as teachers cover the content areas of math, science and social studies. Chapter 11 reflects the reality of the current student population in classrooms across America and suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms. Take a peek inside... <li> Addresses the importance of fostering fluency by providing teachers with a variety of methods to increase the amount of reading their students are doing throughout the day and teaching students to quickly and accurately read and spell common words. (Chapter 4) </li>
<li> Takes a comprehensive, balanced approach to teaching literacy to all students. </li>
<li> Suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms. (Chapter 11) </li>
<li> Differentiates instruction by providing “Tech Savvy Teacher” and “English Language Learners” boxes throughout all chapters. These boxes contain practical suggestions for using technology and other resources to make instruction as effective as possible for ALL students. </li>
<li> Outlines the research-base that supports the book's approach to instruction. (Chapter 11) </li>

Classrooms that Work: They Can All Read and Write (5th Edition)

Education & Teaching

Cunningham, Patricia M.

Allington, Richard L.

Schools & Teaching

Pearson

Literacy Education for all students — from the authors teachers trust! <ul>
<li> Integrates phonics and literature-based reading and process writing instruction for a balanced approach to teaching literacy. </li> <li> Contains innovative ideas for supporting the most at risk students. </li> <li> Emphasizes the integration of literacy with science and social studies instruction. </li> <li> Discusses strategies and techniques for fostering children's use of decoding and comprehension strategies, and includes workable, practical strategies and activities to use in the classroom. </li> <li> Includes a variety of whole-class and small group plans which teachers use to provide support for struggling readers and challenges for advanced readers. Found in a new Chapter on Multi-level instruction (ch. 5) . </li>
</ul>
Celebrated authors Patricia Cunningham and Dick Allington bring the issue of literacy education to the fore as they discuss an integrative approach to literacy-based on the simple but true idea that the more children read and write, the better they will read and write. 
 Patricia M. Cunningham is a professor of Education at Wake Forest University. She has authored and co-authored several books promoting literacy, including Phonics They Use: Words For Reading And Writing, Reading And Writing In Elementary Classrooms: Strategies And Observations, Schools That Work: Where All Children Read and Write, and Classrooms That Work: They Can All Read And Write. Richard L. Allingtonis the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

Classrooms That Work: They Can All Read and Write (3rd Edition)

Reference

Allyn&Bacon

@HEADLINE= This two-book set includes the most popular resources from celebrated authors Patricia Cunningham and Dick Allington! @BULLET= Buy Classrooms That Work and get Schools That Work HALF PRICE! @BULLET= Engaging! Both books are written in a readable and practical style while grounded in proven practices and current research. @BULLET= Discusses recent federal initiatives including comprehensive school reform models designed to address the problems of struggling readers. @BULLET= These books provide snapshots and portraits of schools and classrooms respectively, that work better for all children. @SUMMARY= For one low price get Classrooms That Work and Schools That Work by authors you Patricia Cunningham and Dick Allington. Classrooms That Work promotes the integration of phonics and literature based process writing and reading instruction. The book helps all children engage in meaning-centered reading by showing teachers how to foster powerful decoding and comprehension strategies. Schools That Work picks up where Classrooms That Work leaves off, with a focus on how to craft school organization plans that foster expert classroom teaching. It offers a clear view of how schools must change if they are to meet the increased demands of education for the 21st century. @AUTHBIO= Patricia M. Cunningham is a professor of Education at Wake Forest University. She has authored and co-authored several books promoting literacy, including Phonics They Use: Words For Reading And Writing, Reading And Writing In Elementary Classrooms: Strategies And Observations, Schools That Work: Where All Children Read and Write, and Classrooms That Work: They Can All Read And Write. @AUTHBIO= Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

Classrooms That Work: They Can All Read and Write + 1/2 price Schools That Work: Where All Children Read and Write, 2nd Edition

The Second Edition of this bestselling book includes a new section on No Child Left Behind as well as research sections on reading fluency, comprehension strategies, interventions for struggling readers, and vocabulary development and instruction. What Really Matters for Struggling Readers helps teachers design reading remediation and intervention programs around well-established reality- and research-based components. Nationally-recognized scholar and author Dick Allington offers easy-to-understand interpretations of research that support important principles and shows teachers how to use a variety of best practices with children who are struggling readers.

What Really Matters for Struggling Readers: Designing Research-Based Programs (2nd Edition)

Words, Language & Grammar

“Cunningham and Allington’s voice and presentation style are unique, and I think this distinguishes their book from others. This book is an enjoyable and exciting read for my students. It makes them want to get out there and teach. They walk away from it with not only a sound set of teaching strategies, but a strong sense of why they would use them, and a belief that they can teach like this…Bravo!” —Donna H. Topping, Millersville University “[Classrooms That Work]’s strengths are the knowledge of the authors, the organization and conversational tone of the text, and the emphasis on “all children can learn”…. I believe the information presented changed my students’ perspectives on how reading and writing should be viewed and taught.” —Brenda Bradshaw, Southwest Missouri State University “[This book] is easy to understand. The most distinguishing feature is that it is comprehensive and less than [350] pages. It is practical in ways others are not.” —Dr. Susan McBridge, California Polytechnic State University The fourth edition of Classrooms That Work emphasizes a core set of ideas across a variety of timely topics, providing a comprehensive, balanced treatment of instructional reading methods for struggling and culturally diverse students. Pat Cunningham and Dick Allington, with their clear and friendly writing style, emphasize the importance of promoting the integration of phonics and literature-based process writing and reading instruction to enhance ALL students’ learning and reading skills. It clarifies concepts, defines key terms, and offers just the right balance of research and practical coverage to make the content complete without being overwhelming. This affordable book helps teachers engage all children in meaning-centered reading by fostering powerful decoding and comprehension strategies and implementing a balanced reading program. It identifies and explores five components: real reading and writing, guided reading, guided writing, decoding/spelling, and word/word knowledge. The fourth edition is filled with workable, practical strategies and activities to use in the classroom. This book plays upon readers' natural curiosity and desire for relevance by offering a modern, applied approach to “traditional” reading topics and an in-depth look at areas of reading instruction not covered by other books. Chapters 11, 12, and 13 describe a sample day in a Building Blocks kindergarten, a sample day in a Four Blocks primary classroom, and a sample week in a Big Blocks intermediate classroom, respectively. Combined, these chapters show how all of the important components of a balanced literacy program can be integrated. For the fourth edition, the authors have reorganized the chapters to reflect an integrative approach to literacy—this new edition starts with Creating Classrooms That Work, a chapter that summarizes the characteristics of the most effective classrooms. Other chapters on words, comprehension, writing, and assessment inform teachers of the need for a balanced approach to literacy. There are also three new chapters in this edition: 
<ul>
<li>“Creating Enthusiastic, Independent Readers” (Chapter 2) contains ideas for helping all children become independent readers. </li>
<li>“Building Vital, Vivid, and Valuable Vocabularies” (Chapter 5) describes practical strategies for building meaning vocabulary. </li>
<li>“Building the Literacy Foundation” (Chapter 3) describes activities to get young children off to a successful start in reading and writing. </li>
</ul>
 Meet the Authors Patricia M. Cunningham is a professor of education at Wake Forest University in Winston Salem, North Carolina. She has taught in various elementary grades and been a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children. Richard L. Allington is a professor of education at the University of Tennessee at Knoxville. He is a past president of the National Reading Conference and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.

Classrooms That Work: They Can All Read and Write (4th Edition)

Fluency has risen to the top of today’s instructional agenda and yet it is a process that is still unfamiliar terrain for many teachers. To help teachers acquire a fuller understanding of the complexity of fluency development, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in fostering development with a few modest changes to their daily reading lessons that will strengthen every student’s fluency development in his book What Really Matters in Fluency. Unlike any other book on the topic of fluency, Dick Allington provides a research-base that supports wide, free voluntary reading as an overlooked component in the development of reading fluency along with implications this has for planning fluency interventions. In addition, Dick provides a comprehensive discussion of the factors that inhibit fluency growth and a number of research-based instructional strategies and routines for turning struggling readers into fluent and achieving readers. Teachers will be inspired and confident to teach fluency! Take a look inside... <ul>
<li>Provides a complete review of the theoretical foundations of fluency development. </li> <li>Details the difference between fluency and simple rapid reading to provide teachers with background knowledge of what fluency is, how it develops, and why it is important. </li> <li>Features a complete analysis of today's popular fluency assessments and their limitations and offers a detailed framework for developing techniques for monitoring fluency development. </li> <li>Presents teachers with friendly tools for assessing and monitoring fluency development and the instructional conditions that foster it. </li> <li>Includes numerous websites that provide teacher-friendly information, strategies, and tools for fluency instruction.</li> </ul>

What Really Matters in Fluency: Research-based Practices across the Curriculum

The Response to Intervention initiative has risen to the top of today’s instructional agenda and yet it is a process that is unfamiliar terrain for many teachers. To help teachers acquire a fuller understanding of the complexity of response to intervention designs, literacy researcher and best-selling author Dick Allington offers clear recommendations to guide classroom teachers in designing response to instruction (RtI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. Unlike any other book on the topic, Dick Allington provides a research-base that supports closing the reading achievement gap along with implications this has for designing RTI programs. In addition, Dick provides a comprehensive discussion of the factors that inhibit poor, disabled, and second-language learners from achieving and offers a number of research-based instructional strategies and routines for turning struggling readers into achieving readers. Teachers will be inspired and confident to design response to instruction programs! Take a look inside... <ul>
<li> Provides a complete review of what is critical to accelerating the development of struggling readers. </li>
<li> Presents educators with a framework for how we might design response to intervention (RTI) programs such that struggling readers will develop their reading proficiencies to match those of their achieving peers. </li>
<li> Features a complete analysis of response to intervention design (RTI) and offers a detailed framework for evaluating existing and future intervention efforts. </li>
<li> Includes numerous websites that provide teacher-friendly information, strategies, and tools for accelerating reading development. </li> </ul>

What Really Matters in Response to Intervention: Research-based Designs

Designed for courses that focus on instructional reading methods for at-risk and culturally diverse student populations, this inexpensive text assists preservice and in-service teachers in enriching the learning and reading skills of all children. Literacy movements and philosophies are subject to a pendulum effect, but renowned authors Cunningham and Allington promote the integration of phonics and literature-based process writing and reading instruction for a more balanced approach. The book helps ALL children engage in meaning-centered reading by showing teachers how to foster powerful decoding and comprehension strategies.

Classrooms That Work: They Can All Read and Write (2nd Edition)

Pearson P T R

What Really Matters for Struggling Readers offers a clear blend of research and practice that teachers can use to develop better methods for helping children with reading difficulties. <ul>
<li> Includes clear, non-technical summaries of research on the subject of children as proficient readers. </li> <li> Research section on reading fluency that provides instructional models and methods for fostering fluency, including pause-prompt-praise, partner reading, taped read -alongs, impress method, choral reading, and fluency charting. </li> <li> Research section that studies the effects of enhancing access to appropriate books and offers suggestions for designing schools where all children have books that are appropriate. </li>
</ul>
In What Really Matters for Struggling Readers, nationally recognized scholar Dick Allington offers easy-to-understand interpretations of research that support three important principles: Children need to read a great deal to become proficient readers, offering summaries of research on the subject, the text shows how to monitor the amount of reading and create interventions that expand reading activity. Children need access to appropriate books, exploring the research on the subject, the text contains suggestions for designing schools where books are available and appropriate for all children. Children need to develop fluent reading to become proficient readers, reviewing the research on reading fluency, the text provides instructional models and methods for fostering fluency. 
 Richard L. Allington is the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his "contributions to the better understanding of reading and learning disabilities". Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

What Really Matters for Struggling Readers: Designing Research-Based Programs

Teachers today are in a stranglehold as a glut of mandates and standards restrict our ability to make decisions in our own classrooms. In many schools, scripted, regimented commercial programs further erode our power to view our students as individuals with unique talents and needs. Even the words we use to "teach" are no longer our own as we read our way through the tightly scripted manuals. How demeaning it is to be told that the curriculum is now "teacher proofed." In addition to district and state mandates, the federal government has joined in the attack as monies are distributed or withheld based on schools' compliance with the smoky, "scientific" research that is robbing us of our power to think and act. In this book, Elaine Garan dejargonizes the research and takes us behind the curtain, using her own research and analysis of the issues and applying them to us as real teachers in real classrooms in an easy-to-read format we can use. Garan takes on the National Reading Panel Report, specifically the research summarized in the phonics subgroup report, and robs it of its power by meticulously documenting its basic flaws. In the process, she enables us to respond to the "research says" claims with solid arguments of our own, using the NRP's very own words. Furthermore, her book reveals the true findings of the NRP's report on commercial programs and isolated phonics instruction and the strong financial links that are connected to its "science." As Dick Allington says in the foreword to this book, improving teaching and learning in the real world of schools and classrooms is difficult enough without government-sponsored misallocation of effort and funding. Garan's purpose, however, is not to produce a research book, but a handbook for empowerment. She gives us all-teachers and administrators alike-the tools we need to stand up and talk back. What Garan proposes is to triumph over outside forces with the truth.

Resisting Reading Mandates: How to Triumph with the Truth

Garan, Elaine

Heinemann

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