his new edition includes much updated and revised material, and discusses some of the criticisms that have been made of the 'New Literacy Studies' and how work in this field relates to current debates about reading, literacy and schools.

This book takes the position that oral language development and reading comprehension strategy instruction can go hand in hand.

By using small groups to provide support, teachers use their knowledge about how language is learned to scaffold instruction as they teach reading comprehension strategies.

This book about small-group strategy instruction gives explicit and concrete ways to teach students reading comprehension strategies as they learn English.

In Literacy Strategies for Grades 4–12: Reinforcing the Threads of Reading, Karen Tankersley provides a multiplicity of practical, research-based reading strategies tailored specifically for use with older students. These students may no longer have a reading class as part of the school day, but they are still developing their reading skills—and every teacher contributes to that effort.

Tankersley here focuses on the six foundational "threads" necessary for effective reading—phonemic awareness, phonics and decoding, vocabulary, fluency, comprehension, and higher-order thinking—only this time with a focus on the last four threads, which are especially pertinent to the higher grades.

This volume provides an overview of reading comprehension strategies and strategy interventions that have been shown empirically to be effective in helping readers to overcome comprehension challenges. This volume differs from other books that might be found on reading strategies in two important ways.

There are certain "must have" books for teachers. This is one of them. Miller takes a decade of reading research (as synthesized by Pearson, et. al., 1992), and puts it into practice in her classroom. We move through the year with her, watching as she scaffolds for us and her students explicit reading instruction that truly works.