“No Quick Fix is a book that is making a real difference on behalf of all kids. The reissue of this important resource should be on every teacher’s bookshelf and in every professional library.”
—Alan E. Farstrup, Executive Director, International Reading Association

“The re-release of No Quick Fix helps us to reflect on the damaging nature of one-size-fits-all interventions and dispel the confusion that there is only one model of Response to Intervention (RTI).”
—Evan B. Lefsky, Executive Director, Just Read, Florida!

“No Quick Fix is the classic text that summarized effective intervention models, and may well have been the launching pad for RTI. It is a must-read for anyone attempting to implement an effective RTI model.”
—John Pikulski, former IRA president and author of Reading Intervention for Early Success

“The reissue of No Quick Fix couldn’t happen at a more perfect time. It offers support for teachers through the numerous interventions shared in each chapter. With the current RTI structure, readers can discover how these models can be best used for students.”
—Diane Barone, University of Nevada, author of Reading First in the Classroom

“No Quick Fix will help educators who are searching for information about how to implement RTI in their schools . . . a wonderful resource for a study group, for graduate classes, and for school leaders responsible for change.”
—Rita Bean, University of Pittsburgh, author of The Reading Specialist

This classic text introduced the framework for the current Response to Intervention (RTI) initiative. Now that federal education policy has caught up with the research and reform models first presented here over a decade ago, this special edition of No Quick Fix is of critical importance to today’s teachers, principals, administrators, policymakers, and everyone interested in creating schools where all students learn to read. Outlining the key factors essential for effective reform of early literacy programs, this groundbreaking resource presents:

• A framework for the comprehensive redesign of early reading instruction and early intervention services.
• Proven national models of early intervention, including Reading Recovery, along with their impacts on reducing referrals for special education services.
• A unified intervention delivery model that calls for an end to fragmented special services.
• A more cost-effective means of intervention that meets the needs of instructionally needy children.

Contributors include Patricia M. Cunningham • Carol A. Lyons • Anne McGill-Franzen • Lesley Mandel Morrow • Jane A. Stallings • Barbara Taylor • Robert J. Tierney.

Richard A. Allington is a Professor of Education at the University of Tennessee and past president of the International Reading Association. Sean A. Walmsley is Professor of Education at The University at Albany, SUNY.