What Research Has to Say About Reading Instruction —
Abstract of

Chapter 12
Research on Reading/Learning Disability Interventions

Richard L. Allington

The author points out that definitions of “reading disability” and “learning disability” are remarkably inconsistent and, in the United States, have shifted significantly over the years, largely due to political considerations. Despite the ambiguities in definitions, however, there is research on interventions that may prove effective with children who, for a variety of reasons, struggle to learn to read. The chapter summarizes research on preventive designs, acceleration designs, and more systemic, longer term approaches, concluding that a reconceptualizing of reading/learning disability is needed to achieve the desired goal of improved reading achievement for all children.

A sample from the facilitator's guide of the PD edition of What Research Has to Say About Reading Instruction is available for this chapter. IRA invites you to use the sample to guide discussion of this chapter in a school-based learning community or other professional development setting. Download from http://www reading org/publications/bbv/books bk177 images bk177-12-Allington-PDedSample pdf.

(For more about the PD edition, visit http:/ marketplace reading org products IRA Book Forward cfm?number=9233.)

Allington, R.L. (2002). Research on Reading/Learning Disability Interventions. In A.E. Farstrup, & S. Samuels (Eds.), What Research Has to Say About Reading Instruction (pp. 261-290). Newark, DE: International Reading Association.