This book 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. Identified are models for effective collaboration among speech-language pathologists, general and special educators, and reading specialists, in the contexts of No Child Left Behind and the Individuals with Disabilities Education Act. Chapters cover a range of approaches to targeting core areas of literacy-word recognition, reading comprehension, writing, and spelling. Particular attention is given to meeting the learning needs of children most at risk for being "left behind," including those with language learning difficulties. Throughout, case examples and practice recommendations enhance the utility of the volume as a professional resource and text. The first section, Challenges and Choices in the New Educational Landscape, contains the following chapters: (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); The second section, Word Recognition and Reading Comprehension: Perspectives on Instructional and Intervention Practices, presents the next chapters in the book: (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); (7) Integration of Language and Discourse Components with Reading Comprehension: It's All About Relationships (Donahue and Foster). The third section, Writing and Spelling: Perspectives on Instructional and Intervention Practices, includes: (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). The final section, Integrating Education and Clinical Practices, concludes the book with the last chapter: (12) Putting Humpty Dumpty Together Again: What's Right with Betsy (Silliman, Wilkinson, and Danzak).