Abstract of

If They Don't Read Much, How They Ever Gonna Get Good?

Richard L. Allington

The emphasis of remedial or corrective reading instruction fequently rests on practice in isolated skills, with the result that students engage in relatively little actual reading. The author asks, “If, in a typical week of reading instruction, students only encounter 150 to 500 words in context...how they ever gonna get good?” Strategies are suggested for shifting the emphasis of remedial reading instruction from isolated skill instruction to reading in context.

[This article was published originally in 1977 in the Journal of Reading, later renamed the Journal of Adolescent & Adult Literacy.]

Abstract from Allington, R.L. (1977, October). If They Don't Read Much, How They Ever Gonna Get Good?. Journal of Adolescent & Adult Literacy, 21(1), 57–61. doi: 10.1598/JAAL.21.1.10