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).