Identifying the best way to help students who struggle with reading--whether they have learning disabilities, are English language learners, or just need extra support--is a challenge for any teacher. Schools can make that task easier with this indispensable resource, a complete guide to addressing each student's specific instructional needs and teaching reading skills side-by-side with critical language and thinking skills. Approaching literacy development as a complex process that unfolds over time, this book gives educators the guidance they need to help students continuously advance and deepen their reading skills--not just in the early grades, but into the upper grades as well. Readers will learn how to: teach the skills identified in the Reading First initiative: phonological awareness, phonics, fluency, vocabulary, and comprehension; teach comprehension skills along with key language skills in vocabulary and syntax; guide students in learning literal, inferential, and evaluative comprehension skills along with thinking skills; teach comprehension skills for narrative, expository, and electronic text; facilitate mastery of reading skills by using strategic, explicit teaching; make teaching more effective and engaging through practical suggestions, model lessons, and sample activities for both younger and older students; and monitor the effectiveness of instruction. All the suggested ideas and approaches are evidence-based or identified as best practices in reading, so educators can use them with confidence in their classrooms. Equally effective as a text for preservice educators, a manual for in-service teachers, and a resource for administrators wrestling with different approaches to reading instruction, this in-depth, accessible book will lead to sharper skills and better outcomes for a wide range of struggling learners. This book contains the following chapters: (1) A Three-Legged Instructional Model for Teaching Reading to Struggling Learners; (2) Strategic, Explicit Teaching; (3) Building a Solid Foundation: Teaching Pre-Reading Skills; (4) Breaking the Code: Teaching Phonics Skills; (5) Reading the Big Words: Teaching Structural Analysis Skills; (6) Teaching Words by Using Visual Cues; (7) Developing Speed and Accuracy: Teaching Fluency Skills; (8) Teaching Reading Comprehension: The Basic Approach; (9) Teaching Reading Comprehension and Language Skills; (10) Teaching Reading Comprehension and Cognitive Processing; (11) Teaching Reading Comprehension with Different Text Structures; and (12) Assessment for Planning and Monitoring Reading Instruction. The following are appended: (1) Glossary; (2) Tests for Assessing Reading; (3) Proficiency Tests for Phonological Awareness, Phonics, and Structural Analysis; (4) Programs for Teaching Reading to Struggling Learners; (5) Reading Skills Record Form; (6) Games for Making Reading Instruction Fun; and (7) Fry Readability Graph for Estimating Readability-Extended.