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This comprehensive volume describes evidence-based strategies for supporting English language learners (ELLs) by promoting meaningful communication and language use across the curriculum. Leading experts explain how and why learning is different for ELLs and pinpoint specific best practices for the classroom, illustrated with vivid examples. Particular attention is given to ways in which learning English is intertwined with learning the student's home language. The book addresses both assessment and instruction for typically developing ELLs and those with language disabilities and disorders. It demonstrates how educators and speech-language professionals can draw on students' linguistic, cognitive, sociocultural, and family resources to help close the achievement gap. Following an introduction by Marilyn Shatz and Louise C. Wilkinson, this book is divided into three parts. Part I, Early Language Experience and School Readiness, includes: (1) The Brain and Language Acquisition: Variation in Language Knowledge and Readiness for Education (Barbara T. Conboy); (2) The Process of Acquiring a First and Second Language (Kathryn Kohnert and Giang Pham); and (3) Language Choice and Competence: Code Switching and Issues of Social Identity in Young Bilingual Children (Iliana Reyes and Susan M. Ervin-Tripp). Part II, Language and Literacy Principles and Practices in School, includes: (4) Ways to Words: Learning a Second-Language Vocabulary, Lisa M. Bedore, Elizabeth D. Pena, and Karin Boerger); (5) The Role of Phonology in Orthographically Different Languages (Ellen H. Newman); (6) Bilingualism and Cognitive Linkages: Learning to Read in Different Languages (Ellen Bialystok and Kathleen F. Peets); and (7) Learning English as a Second Language (Maria Estela Brisk). Part III, Assessment and Interaction: Working with Children and Families, includes: (8) Communicative Repertoires and English Language Learners (Betsy Rymes); (9) Difficulty, Delay, or Disorder: What Makes English Hard for English Language Learners? (Carol Westby and Deborah A. Hwa-Froelich); (10) Implications for Assessment and Instruction (Alison L. Bailey); (11) Extended Implications for Practice: Families as Allies (Leslie Reese and Claude Goldenberg); and (12) Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century (Diane August, Cheryl Dressler, Claude Goldenberg, and William M. Saunders).

Accessible and user-friendly, this volume presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention, identifying models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists. Chapters cover a range of approaches for targeting core areas of literacy--word recognition, reading comprehension, writing, and spelling--with particular attention to working with students with language learning difficulties. The table of contents is divided into four parts and twelve chapters. Part I, Challenges and Choices in the New Educational Landscape, presents: (1) Collaboration for Language and Literacy Learning: Three Challenges (Silliman and Wilkinson); and (2) Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation (Wallach and Ehren). Part II, Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices, contains: (3) Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective (Gillam and Gorman); (4) Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech-Language Pathologists and Teachers (Troia); (5) Reading Comprehension Instruction for All Students (Whitaker, Gambrell, and Morrow); (6) Toward More Ambitious Comprehension Instruction (Pressley and Hilden); and (7) Integration of Language and Discourse Components with Reading Comprehension: It's All About Relationships (Donahue and Foster). Part III, Writing and Spelling: Perspectives on Instructional and Intervention Practices, continues with: (8) The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities (Englert and Dunsmore); (9) EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text (Singer and Bashir); (10) Instructional Approaches to Spelling: The Window on Students' Word Knowledge in Reading and Writing (Templeton); and (11) Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students' Learning (Apel, Masterson, and Hart). Part IV, Integrating Education and Clinical Practices, offers the concluding chapters: (12) Putting Humpty Dumpty Together Again: What's Right with Betsy (Silliman, Wilkinson, and Danza).

This book presents evidence-based practices for integrating language and literacy knowledge to enhance children's learning in today's standards-based classrooms. While grounded in theory and research, the book focuses on day-to-day concerns in instruction and intervention. Identified are models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists, in the contexts of No Child Left Behind and the Individuals with Disabilities Education Act. Chapters cover a range of approaches to targeting core areas of literacy-word recognition, reading comprehension, writing, and spelling. Particular attention is given to meeting the learning needs of children most at risk for being "left behind," including those with language learning difficulties. Throughout, case examples and practice recommendations enhance the utility of the volume as a professional resource and text. The first section, Challenges and Choices in the New Educational Landscape, contains the following chapters: (1) Collaboration for Language and Literacy Learning: Three Challenges (Silliman and Wilkinson); and (2) Collaborative Models of Instruction and Intervention: Choices, Decisions, and Implementation (Wallach and Ehren); The second section, Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices, presents the next chapters in the book: (3) Language and Discourse Contributions to Word Recognition and Text Interpretation: Implications of a Dynamic Systems Perspective (Gillam and Gorman); (4) Building Word Recognition Skills through Empirically Validated Instructional Practices: Collaborative Efforts of Speech-Language Pathologists and Teachers (Troia); (5) Reading Comprehension Instruction for All Students (Whitaker, Gambrell, and Morrow); (6) Toward More Ambitious Comprehension Instruction (Pressley and Hilden); (7) Integration of Language and Discourse Components with Reading Comprehension: It's All About Relationships (Donahue and Foster). The third section, Writing and Spelling: Perspectives on Instructional and Intervention Practices, includes: (8) The Role of Dialogue in Constructing Effective Literacy Settings for Students with Language and Learning Disabilities (Englert and Dunsmore); (9) EmPOWER: A Strategy for Teaching Students with Language Learning Disabilities How to Write Expository Text (Singer and Bashir); (10) Instructional Approaches to Spelling: The Window on Students Word Knowledge in Reading and Writing (Templeton); and (11) Integration of Language Components in Spelling Instruction: Instruction That Maximizes Students Learning (Apel, Masterson, and Hart). The final section, Integrating Education and Clinical Practices, concludes the book with the last chapter: (12) Putting Humpty Dumpty Together Again: What's Right with Betsy (Silliman, Wilkinson, and Danzak).