Additional Resources


These current resources on reading instruction have been recommended by one or more of the experts who contributed articles to this issue of The School Administrator. Most of them are accessible online.

“Every Child Reading: An Action Plan and Every Child Reading: A Professional Development Guide” Produced by the Learning First Alliance (of which AASA is a member), this document sets out key steps to ensure every healthy child learns to read by the age of 9.

“Preventing Reading Difficulties in Young Children”
This 1998 report from the National Research Council makes recommendations about identifying children at risk, working with bilingual students and implementing effective literacy programs in preschool and the early grades. It offers an in-depth review of reading research. 
“Put Reading First: The Research Building Blocks for Teaching Children to Read (Kindergarten Through Grade 3)”
A product of the National Institute of Literacy, this practical booklet interprets the findings of the National Reading Panel for the use of educators.
“Reading for Understanding: Towards an R&D Program in Reading Comprehension”
This working draft, released by Rand Corp. in 2001, discusses the need to focus research efforts on reading comprehension.
Schools That Work: Where All Children Read and Write (2nd edition, 2001)
Co-authored by Richard Allington and Patricia Cunningham, this is a practical book for school administrators to guide the improvement of literacy programs.
“Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction”
This report, published in 2000 by the National Reading Panel, calls for schools to teach phonics routinely and systematically to all students. The National Institute for Literacy reissued the report in fall 2001. An executive summary and videotape also are available.

“Teaching Reading IS Rocket Science”
This document, published by the American Federation of Teachers, uses research findings to suggest what teachers of reading should know and be able to do.