Articles that cite this article:

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

Richard L. Allington

Articles that cite this article (and are available online) include:

Compton, D.L., Appleton, A.C., & Hosp, M.K. (2004). Exploring the Relationship Between Text-Leveling Systems and Reading Accuracy and Fluency in Second-Grade Students Who Are Average and Poor Decoders. Learning Disabilities Research and Practice, 19, 176. doi:10.1111/j.1540-5826.2004.00102.x

Cunningham, P. (2005). “If They Don't Read Much, How They Ever Gonna Get Good?”. The Reading Teacher, 59, 88. doi:10.1598/RT.59.1.10

Hiebert, E.H. (1983). An Examination of Ability Grouping for Reading Instruction. Reading Research Quarterly, 18, 231. doi:10.1598/RRQ.18.2.5

Leinhardt, G., & Bickel, W. (1987). Instruction's the Thing Wherein to Catch the Mind That Falls Behind. Educational Psychologist, 21, 177. doi:10.1207/s15326985ep2202_5

Stanovich, K.E. (1986). Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy. Reading Research Quarterly, 21, 360. doi:10.1598/RRQ.21.4.1

Stanovich, K.E. (1988). The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154. doi:10.1007/BF02648254

Trudel, H. (2007). Making Data-Driven Decisions: Silent Reading. The Reading Teacher, 61, 308. doi:10.1598/RT.61.4.3