Published in "The Reading Teacher" over the past ten years, the 32 articles in this book present many examples of effective environments and classroom techniques and address a range of issues to help teachers redefine professional beliefs about teaching reading or learning disabled children the skills they need. Section 1 (Rethinking Literacy Interventions) includes 5 articles: "Diverse Learners and the Tyranny of Time: Don't Fix Blame; Fix the Leaky Roof" (Edward J. Kameenui); "A Case Study of Middle School Reading Disability" (Darrell Morris, Criss Ervin, and Kim Conrad); "Early Literacy: What Does 'Developmentally Appropriate' Mean?" (Anne McGill-Franzen); "Preventing Reading Failure: A Review of Five Effective Programs" (John J. Pikulski); and "Teachers as Evaluation Experts" (Peter Johnston). Section 2 (Organizing Instruction To Meet Diverse Student Needs) presents 6 articles: "Anecdotal Records: A Powerful Tool for Ongoing Literacy Assessment" (Lynn K. Rhodes and Sally Nathenson-Mejia); "No More 'Rocks': Grouping To Give Students Control of Their Learning" (Beth Berghoff and Kathryn Egawa); "Using Whole Language with Students Who Have Language and Learning Disabilities" (Carol Zucker); "Classroom Organization for Instruction in Content Areas" (Laura S. Pardo and Taffy E. Raphael); "The Reading Specialist as Collaborative Consultant" (Elizabeth L. Jaeger); and "Coordinating a Literacy Support Program with Classroom Instruction" (Margaret Ann Richek and Linda Conviser Glick). The following 4 articles are included in Section 3 (Fostering Motivation and Ownership in Reluctant Readers): "Creating Classroom Cultures That Foster Reading Motivation" (Linda B. Gambrell); "A Matter of Interest: Literature That Hooks Reluctant Readers and Keeps Them Reading" (Jo Worthy); "'I'm Really Worried about Joseph': Reducing the Risks of Literacy Learning" (JoBeth Allen, Barbara Michalove, Betty Shockley, and Marsha West); and "Language, Literature, and At-Risk Children" (Nancy