The Schoolwide Blog is pleased to announce the addition of Dr. Richard Allington to our blog space. Look back this week for posts by Dr. Allington and others as we explore Special Ed. and RTI.

From the University of Tennessee website:

Dick Allington is professor of education at the University of Tennessee. Previously he served as the Irving and Rose Fien Distinguished Professor of Education at the University of Florida, and as chair of the Department of Reading at the University at Albany – SUNY.

Dick is the President of the IRA. He has served as President of the National Reading Conference and as a member of the International Reading Association Board of Directors. He is the co-recipient of the Albert J. Harris Award from IRA in recognition of his work contributing to the understanding of reading and learning disabilities. In addition Dick has been named to the IRA Reading Hall of Fame.

Dick currently serves on the editorial boards of Reading Research Quarterly, Remedial and Special Education, Journal of Literacy Research, Journal of Disability Policy Studies, and the Elementary School Journal. He has previously served terms on the editorial boards of the Review of Educational Research, Journal of Educational Psychology, and the Reading Teacher, and as associate editor of the Journal of Literacy Research.

He is an author of over 100 research articles and several books, including Classrooms That Work: They can all read and write and Schools That Work : All children readers and writers both co-authored with Pat Cunningham, No Quick Fix: Rethinking Reading Program in American Elementary Schools with Sean Walmsley, and What Really Matters for Struggling Readers; Learning to Read: Lessons from exemplary first grade classrooms with Mike Pressley and others, Reading to Learn: Lessons from exemplary fourth grade classrooms with Peter Johnston (which received the Choice magazine’s 2003 Outstanding Academic Title Award), and his most recent, Big Brother and the National Reading Curriculum: How ideology trumped evidence, which examines the influence of failed federal educational policy on reading instruction and the teachers who provide it.