Reading Instruction That Works

Description

Now in a revised and updated fifth edition, this gold-standard text and K–8 practitioner resource provides a roadmap for comprehensive literacy instruction informed by the science of reading. Rather than advocating one best approach, the book shows how to balance skills- and meaning-focused instruction to support all students' success. Chapters describe specific ways to build word recognition, fluency, vocabulary, and comprehension, especially for learners who are struggling. The book explains the conceptual underpinnings of recommended strategies and techniques and shows how exemplary teachers actually put them into practice.
 
New to This Edition
*Updated throughout with new coauthor Tim Pressley; incorporates the latest research about reading development and difficulties.
*Chapter on instruction for emergent bilingual learners (EBs), plus an appendix on selecting texts for EBs.
*Expanded discussions of dyslexia and the role of executive function in reading.
*Application tables that translate key concepts into recommended classroom strategies.
  "I wouldn't expect the fifth edition of a text to be refreshing, but this one sure is. 'Balanced' truly means balanced! Reading researchers–rather than influencers or politicians–define and apply the science of reading with breadth and depth. This is a reading methods course text rich enough to prepare today’s teachers for the varied challenges they will face."–James W. Cunningham, PhD, School of Education (Emeritus), University of North Carolina at Chapel Hill
"The gift of this text is the serious and clear-eyed treatment of the full spectrum of evidence about beginning literacy instruction. The authors demonstrate unparalleled command of the nuances of reading and reading research. The book is thorough and clear, and based on an underlying respect for the process of learning, the work of teaching, and the endeavor of inquiry. This fifth edition earns its place as a time-tested cornerstone for the study of reading instruction."–Rachael Gabriel, PhD, Neag School of Education, University of Connecticut
"There could be no better timing for publishing the fifth edition of this text. While the 'science of reading' label is placed on myriad curricular materials, the term is most often used too narrowly. True to what the broad base of research actually demonstrates is needed for student readers to thrive, this book makes a convincing argument for the validity and effectiveness of balanced instruction. The authors describe teaching practices, strategies, and classroom environments that foster all students’ literacy growth."–Peter Afflerbach, PhD, College of Education, University of Maryland, College Park
"The term 'balanced literacy' emerged from Michael Pressley's exceptional translation of research for educators. In keeping with Michael Pressley's scholarly legacy, Tim Pressley and Richard Allington bring this book into its fifth edition, with elegant and clever interpretations of findings across many areas. The text positions the thoughtful educator to dive deep into literacy instruction. Especially helpful are the historical analyses of patterns in research and literacy instruction across the decades."–Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech Tim Pressley, PhD, is Assistant Professor of Psychology at Christopher Newport University, where he is also a faculty member in the Master of Arts in Teaching program and the Center for Education Research and Policy. Prior to receiving his doctorate, Dr. Pressley was an elementary school teacher. Giving teachers a voice on issues affecting their lives has been a driving force behind his research. His current research focuses on the impact of COVID-19, teacher effectiveness, and teacher development.
 
Richard L. Allington, PhD, is Professor of Literacy Studies in the Department of Theory and Practice in Teacher Education at the University of Tennessee. He has published over 150 articles, chapters, and books, and has twice received the Albert J. Harris Award from the International Literacy Association (ILA) for an outstanding contribution to the understanding of the prevention or assessment of reading disabilities. Dr. Allington has served as president of both the ILA and the Literacy Research Association. He is a member of the Reading Hall of Fame.
 
Michael Pressley, PhD, until his death in 2006, was University Distinguished Professor, Director of the Doctoral Program in Teacher Education, and Director of the Literacy Achievement Research Center at Michigan State University. An expert on effective elementary literacy instruction, he was the author or editor of more than 300 journal articles, chapters, and books. Dr. Pressley was a recipient of the E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.
  Teacher educators and graduate students; literacy specialists and coaches; K–8 classroom teachers. Serves as a text in such courses as Reading Methods, Elementary Literacy Instruction, Reading Diagnosis and Instruction, and Psychology of Reading.
 

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