Noting that early intervention is insufficient for many children because they struggle in learning to read for an array of reasons, this book highlights the need for expert, intensive, and focused instruction in reading beyond the primary years in addition to identifying and describing effective practices for teaching those students in grades 3 to 8 who continue to struggle in reading. The essays and contributors to this volume are: "Understanding the Learner: Using Portable Assessment (Diane Lapp and James Flood); "The Interaction of Language, Literacy, and Identity in the Lives of Latina/o Students" (Robert T. Jimenez); "Stepping into Character(s): Using Readers Theatre With Bilingual Fourth Graders" (Nancy L. Roser, Laura A. May, Miriam Martinez, Susan Keehn, Janis M. Harmon, and Sharon O'Neal); "Book Club in a Fourth-Grade Classroom: Issues of Ownership and Response" (Torry H. Montes and Kathryn H. Au); "Constructing Curriculum for Differentiated Instruction: Inquiry in the Teachers' Learning Collaborative" (Taffy E. Raphael, Susan Florio-Ruane, Marcella J. Kehus, MariAnne George, Nina Levorn Hasty, and Kathy Highfield); "Establishing Instructional Congruence Across Learning Settings: One Path to Success for Struggling Third-Grade Readers" (Rachel L. McCormack, Jeanne R. Paratore, and Kristina Farrell Dahlene); "Tailoring a Middle School Language Arts Class to Meet the Needs of Struggling Readers" (Irene W. Gaskins, Eleanor Wiley Gensemer, and Linda M. Six); "With a Little Help From My Friends: Peer Tutors and Struggling Fifth-Grade Readers (Douglas Fisher, Nancy Frey, Lynne Thrope, and Julie Jacobson); "Taking Computers Out of the Corner: Making Technology Work for Struggling Intermediate-Grade Readers" (Melanie R. Kuhn and Lesley Mandel Morrow); "From Trade Books to Textbooks: Helping Bilingual Students Make the Transition" (Wanda B. Hedrick, Janis M. Harmon, Karen D. Wood); "Using Reading Guides with Struggling Readers in Grades 3 and Above" (Michael C. McK