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Social Sciences and Humanities

D-Index
45
Citations
9188
World Ranking
3855
National Ranking
1833

Overview

Richard L. Allington is affiliated with the University of Tennessee at Knoxville in the United States. Their research spans multiple disciplines, primarily within the Arts and Humanities as well as Psychology. The focus includes subfields such as Developmental and Educational Psychology, History, Statistics and Probability, Information Systems, and Classics.

The main topics of Allington's work cover a range of areas including:

  • Reading and Literacy Development
  • Medieval History and Crusades
  • Cognitive and developmental aspects of mathematical skills
  • Educational Methods and Media Use
  • Byzantine Studies and History
  • Medieval Literature and History
  • Archaeology and Historical Studies

Among the recent papers published by Allington are:

  • "Reading Volume and Reading Achievement: A Review of Recent Research," 2021, Reading Research Quarterly
  • "Andrew Breeze, British Battles 494-937: Mount Badon to Brunanburh. New York: Anthem Press, 2020, 140p.," 2020, Mediaevistik
  • "New Saladins: Spiritual Crusading and the Typology of Crusading Enemies," 2021, Al-Masāq
  • "The Ruins of Jerusalem: Psalm LXXVIII, the Crusades and Church Reform," 2022, The Journal of Ecclesiastical History
  • "Alberto Ferreiro, Epistolae Plenae: The Correspondence of the Bishops of Hispania with the Bishops of Rome (Third through Seventh Centuries). Leiden and Boston: Brill, 2020, 336p.," 2021, Mediaevistik

Frequent coauthors include:

  • Anne McGill-Franzen
  • Rachael Gabriel

Publication venues where Allington has been frequently featured include:

  • Mediaevistik
  • Reading Research Quarterly
  • Al-Masāq
  • The Journal of Ecclesiastical History
  • Phi Delta Kappan

Allington's interdisciplinary work reflects a combination of educational psychology and historical research, particularly with respect to medieval studies and literacy development.

Best Publications

  • What Really Matters for Struggling Readers: Designing Research-Based Programs

    Richard L. Allington

  • A Study of Effective First-Grade Literacy Instruction

    Michael Pressley;Ruth Wharton-McDonald;Richard Allington;Cathy Collins Block

  • The reading instruction provided readers of differing reading abilities.

    Richard L. Allington

  • Classrooms That Work: They Can All Read and Write

    Patricia M Cunningham;Richard L I. Allington

  • Fluency: The neglected reading goal.

    Richard L. Allington

  • What I've Learned about Effective Reading Instruction: From a Decade of Studying Exemplary Elementary Classroom Teachers

    Richard L. Allington

  • Big Brother and the National Reading Curriculum: How Ideology Trumped Evidence

    Richard L. Allington

  • Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students

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  • Teacher interruption behaviors during primary-grade oral reading.

    Richard L. Allington

  • Every Child, Every Day

    Richard L. Allington;Rachael E. Gabriel

  • Schools That Work: Where All Children Read and Write

    Richard L. Allington;Patricia M. Cunningham

  • Reading to Learn: Lessons from Exemplary Fourth-Grade Classrooms

    Richard L. Allington;Peter H. Johnston

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

    Richard L. Allington

  • School Response to Reading Failure: Instruction for Chapter 1 and Special Education Students in Grades Two, Four, and Eight

    Richard L. Allington;Anne McGill-Franzen

  • No quick fix : rethinking literacy programs in America's elementary schools

    Richard L. Allington;Sean A. Walmsley

  • Content Coverage and Contextual Reading in Reading Groups

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  • Readicide: How Schools Are Killing Reading and What You Can Do About It

    Kelly Gallagher;Richard L. Allington

  • The Congruence of Classroom and Remedial Reading Instruction

    Peter Johnston;Richard Allington;Peter Afflerbach

  • The Politics of Literacy Teaching: How “Research” Shaped Educational Policy

    Richard L. Allington;Haley Woodside-Jiron

  • You Can't Learn Much from Books You Can't Read

    Richard L. Allington

  • Classrooms That Work: They Can All Read and Write. Second Edition.

    Patricia M. Cunningham;Richard L. Allington

  • Schools That Work: Where All Children Read and Write. Second Edition.

    Richard L. Allington;Patricia M. Cunningham

Frequent Co-Authors

Michael Pressley
Michael Pressley Michigan State University
Lesley Mandel Morrow
Lesley Mandel Morrow Rutgers, The State University of New Jersey

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