By Lauren Huffman
(May 11, 2010) Richard Allington, Professor of education at the University of Tennessee, spoke Wednesday about current education practices, response to intervention, Dynamic indicators of basic early literacy skills (DIBELS) and reading recovery. Allington's presence and experience were welcomed in honour of the celebration of the twentieth anniversary of the Reading recovery.
Allington has served as President of the International Reading Association, President of the national reading Conference and as a member of the International Reading Association's Board of Directors. He is a longtime advocate for the teaching of professionalism in the teaching of literacy.
His innovative teaching methods are derived from his research of educational reform in reading reading over the past 35 years. Allington maintained that little is really new and rapid educational reforms systematically, not students. Allington was a longtime supporter of the reading recovery programme and mentions what works Clearinghouse, a central and trusted source of scientific evidence for what works in education, as evidence for his success in young readers.
With an approach of Economist, spoke of differences in reading ability based on resources. Poor guys, they have less time reading of middle class children during the summer, fall in school because of lack of books for them to read while they are out of school. Allington proposes that children be provided with books that are concerned, allowing them to more minutes spent reading and developing a passion for reading. Allington recognises that, "when it comes to teaching, the power of passionate personal interests of the reader cannot be overestimated."
Allington pointed out the mistake that schools commonly do with children who are behind in reading in special education classes. Students struggling in reading are more likely to drop out of high school, and for this he points out that reading skills must be developed early in the school. He believes that students who are poor not need different curriculum, but the best and most instructions on the curriculum that they fail. He introduces the concept of successful High-reading intervention that must take place all day with the high quality education from qualified teachers in every subject. Teachers can improve their reading skills students by teaching them to read sentences with 90 percent accuracy.
Teachers can also get children interested in reading about "blessing books". Teachers from all days may introduce 4-5 books for their classrooms and books for students. This will make 20-25 books available to students a week.
Above all, "in the end, it comes down to children," said Allington. Research has shown that conservation is not effective, and teachers must reach the occasion with the high quality education. This statement can be learned through programs such as reading recovery.
Allington is the author of over 100 research articles and several books, including the classrooms that work: they can all read and write, schools that work: all children readers and writers and No Quick Fix: Rethinking reading program in American elementary schools. His most recent book, what really matters in response to the intervention, provides a design-based research for planning of RTI.
Allington currently serves on the editorial boards of reading Research Quarterly, remedial and special education, Journal of literacy Research, Journal of Disability Policy Studies and the journal of elementary school. Previously he served terms on the boards of editorial review of educational research, Journal of educational psychology and the teacher of reading and as associate editor of the journal of literacy research.
The presentation was sponsored by College of Education, Department of Curriculum and instruction and Mary and Jean Borg Center for reading and literacy. Following the presentation was a book signing. Copies of his book, No Quick Fix, the RTI Edition: Rethinking literacy programs in America's elementary schools were available for purchase.
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