Richard Allington: Reading Teacher Vol. 66 Issue 7 pp 520-530 International Reading Association 2013
This article argues that we have a research base demonstrating that ‘virtually’ every child could be reading at grade level by the end of first grade. The author links his arguments to US schools but the compelling arguments on teaching reading based on evidence are applicable anywhere. The author raises issues such as not having expert teachers working with struggling readers, providing texts that are too difficult and the observation that struggling readers often spend more time doing worksheets than reading. The article calls the teachers to rethink current approaches with struggling readers for better outcomes.