With its sweeping, inclusive view of literacy,Creating Literacy Instruction for All Studentsemphasizes methods that have been validated by research and practice while delivering the basics of all major aspects of reading and writing. Unlike comparable texts, the Fifth edition stresses effective steps for closing the gap between achieving and struggling readers as mandated by theNo Child Left Behind legislation and Reading First. In addition, special emphasis has been given to adapting instruction for English language learners, struggling readers and writers and special needs students throughout the book.Take a Peek Inside the Fifth Edition The chapter on diversityhas been thoroughly revised to focus on ESL methods and the relationship between first- and second-language literacy. Increased emphasis onfluencyin Chapter 4. Case Studiesprovide even more real life examples of teaching techniques and procedures for teachers, and learning strategies for students. IRA Positions on Issuesfocus on the specific relevance to each chapter of statements from the International Reading Association. Tools for the Classroomreorganizes features from the 4th edition to sharpen the focus on their immediate usefulness to teachers. Action Plan provides steps for applying the key concepts in each chapter, serving as both an additional summary of the chapter and a call to action. Help for Struggling Readers and Writers. Essential Standards. Checkup! Boxesprovide opportunities for reflection, self-evaluation, and in some cases,solid preparation for PRAXISand other licensure tests. Reviewer Buzz"I can hardly wait to teach from this text. It is so well written and organized that it will be a pleasure to use." Dr. Sharon Y. Cowan,East Central University"The side notes, boldface vocabulary, and Summary sections are very useful for students who will need a quick way to review for Praxis tests after the course is over." Professor Donna Topping,Millersville University"The content in the Evaluation chapter is extremely comprehensive; including the standards movement and high stakes testing, placement materials (IRI, running records), norm and criterion referenced tests, portfolios, etc." Professor Patricia Shaw,University of Wisconsin WhitewaterMeet the AuthorThomas G. Gunninghas taught courses in methods of teaching reading and writing for 20 years and was the director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, secondary reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers. He now teaches a variety of reading methods courses at Central Connecticut State University. Dr. Gunning is a well-known and highly regarded textbook author, having written and revised such titles asAssessing and Correcting Reading and Writing Difficulties(2002) andBuilding Literacy in the Content Areas(2003).