1.The Schools We Have – What We Must Change.  2. The Stories of Schools Where All Children Become Readers and Writers.  3. What Do We Now Know About Reading and Writing?  4. The What of Reading: The Reading Curriculum.  5. Who Does What?  6. Time: Minutes, Hours, Days, Weeks, Years.  7. Tests, Assessments, and Report Cards.  8. Professional Development: The Key to Change.  9. Family Involvement. 10. Schools That Work for All Children. 11. A Tour Through a School: What to Look For. 12. Getting Started.

Schools That Work provides critical insight into elementary schools and how they are to meet the increased demands of education for the 21st century.   “The experience of the authors can be heard on every page… [they] guide teachers and administrators in initiating change and inspire every educator to begin today to make a difference in his/her own school.”  —Dr. Helen Hoffner, Holy Family University   “Schools That Workdoes an excellent job of covering key issues in school literacy programs. I particularly appreciate the good advice on working with paraprofessionals and volunteers, an issue that is problematic for many teachers.”  —Mariam Jean Dreher, University of Maryland    “This no-quick-fix approach…underscores the importance of strong leadership and support from the segments of the school community to help insure that the literacy needs of all students are appropriately addressed.”  —Juan Lira, Texas A&M International University     New To the Third Edition   *          New coverage of reading coaches and their roles within the schools *          Up-to-date review of reading reform models based on scientific evidence *          Revised and increased discussion of recent federal and state initiatives throughout helps teachers address the call to develop high levels of reading and writing proficiency for ALL students     About the Authors   Richard L. Allington is a Professor of Education at the University of Tennessee at Knoxville. He is past president of the International Reading Association and the National Reading Conference, co-recipient of the Albert J. Harris Award, and a member of the Reading Hall of Fame. Dick has extensively researched effective teaching and how schools can develop effective, expert teachers.   Patricia M. Cunningham is a Professor of Education at Wake Forest University. She has over 30 years of experience, taught in various elementary grades and remedial reading, and was a curriculum coordinator and director of reading. Her major professional goal is promoting literacy for all children and currently engages in staff development across the United States.

At a time when so many pivotal education issues are closely tied to the performance of schools and NCLB policy, Schools That Work provides critical insight into how elementary schools must change to meet the increased demands of education for the 21st century. Praised as the most accessible, readable and practical book on the market, Schools That Work combines renowned authors Dick Allington and Pat Cunningham's expertise as educators with continuing commitment to foster expert teaching in the classroom. Their dynamic analysis of systematic school reform encompasses virtually all areas of elementary school organization. With the goal of turning readers into educated, informed decision-makers, Allington and Cunningham provide a clear and concise introduction to theories of school reform and include an organizational framework to accomplish this goal. This new edition offers: *A view of how schools must change if they are to meet the increased demands of education for the 21st century.*Updated, expanded coverage of recent federal and state initiatives to help teachers address the problems of struggling readers and writers. *A variety of activities for taking stock of the educational effort in school. *New coverage of reading coaches.

·        New coverage of reading coaches and their roles within the schools. ·        Updated review of reading reform models based on scientific evidence. ·        Revised and increased discussion of recent federal and state initiatives throughout the book helps teachers address the problems of struggling readers and writers. o     Revised and updated discussion on reading includes a focus on evidence-based practices for improving student outcomes as emphasized in NCLB legislation with an emphasis on research-based instructional practices required for Reading First schools. ·         At-a-glance chart correlating some of the reading research to Reading First.