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.

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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)

Takes a comprehensive, balanced approach to teaching literacy to all students.

Suggests a variety of ways successful teachers differentiate their instruction to meet the needs of increasingly diverse classrooms. (Chapter 11)

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.

Outlines the research-base that supports the book's approach to instruction. (Chapter 11)

Acerca del autor

Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.

Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.

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