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We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future.

For RRCNA Leadership


About the presenter

Dr. Richard AllingtonDr. Richard Allington is a professor of education at the University of Tennessee in Knoxville.
Before beginning his career as a teacher educator and instructional researcher, Dr. Allington was an elementary school classroom teacher, reading specialist, director in poor rural schools, and federal programs administrator. His research interests include reading/learning disabilities and effective instruction, especially in classroom settings.

Dr. Allington served as the president of the International Reading Association in 2005-2006 and as president of the National Reading Conference in 1996-1997. He received the Outstanding Dissertation Award from the International Reading Association for his study of perceptual processing in young children. He currently serves on the editorial boards of several journals.

He is an author of over 100 research articles and several books including: What Really Matters for Struggling Readers; Reading to Learn: Lessons from Exemplary 4th Grade Classrooms; and Big Brother and the National Reading Curriculum: How Ideology Trumped Evidence. He co-authored Classrooms That Work: They Can All Read and Write, and Schools That Work: Where All Children Read and Write with Pat Cunningham; and No Quick Fix: Rethinking Reading Programs in American Elementary Schools with Sean Walmsley.


What Counts as Evidence?

Dr. Allington focuses on his list of five additional pillars of scientific reading instruction based on the available evidence concerning what really matters for learning to read. His remarks reference the National Reading Panel report listing of five pillars of scientific reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. Dr. Allington explains why his additional five pillars (listed below) are absolutely essential elements of ‘scientific’ reading instruction.

  • Access to interesting texts and choice
  • Matching kids with appropriate texts
  • Writing and reading have reciprocal positive effects.
  • Classroom organization: Balance whole-class teaching with small-group and side-by-side instruction.
  • Availability of expert tutoring

Dr. Allington also discusses proven programs and practices including unprofitable but scientific strategies for improving reading achievement.

Length of Session
Approximately 65 minutes


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Email pdresources@readingrecovery.org for more information about RRCNA's webcast series.

Copyright statement
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The views expressed in this video are those of the presenter and may not represent the views of the Reading Recovery Council of North America.