What are today's best methods for teaching literacy skills to students with complex support needs--including autism, intellectual disability, and multiple disabilities? This comprehensive guidebook has up-to-date, evidence-based answers for pre- and in-service educators. Developed by Copeland and Keefe, the experts behind the landmark book "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," this thoroughly reimagined follow-up reflects 10 years of groundbreaking research and advances in the field. Readers will discover current recommended practices on critical topics, including how to build vocabulary, increase word recognition, enhance fluency, address cultural and linguistic diversity, and use academic standards when designing instruction. Readers will also get the guidance needed to put theory into practice: powerful lesson planning strategies, practical examples, and case studies that bring key principles of instruction to life. Whether used as a text for teachers in training or a guide for practicing educators, this book will help teachers of Grades K-12 increase access to literacy and prepare all learners for successful communication, employment, and community life. The following is new to this second edition: (1) New section on literacy as a human right for all learners (the "why" of instruction); (2) Chapters on how to design engaging learning environments; (3) Cutting-edge guidance on today's assistive technology and augmentative and alternative communication; (4) A dedicated chapter on how to use national and state standards in designing instruction; (5) Recommendations for adapting books and other materials to increase all learners' access; (6) Chapters on combining literacy and the arts to enhance student engagement; and (7) More on literacy beyond high school, including community-based learning opportunities. This book contains the following chapters: (1) Literacy for All (Susan R. Copeland, Elizabeth B. Keefe, and Ruth Luckasson); (2) Developing Language and Communication (Ann-Marie Orlando and Julia Scherba de Valenzuela); (3) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (4) Addressing Cultural and Linguistic Diversity in Language and Literacy Instruction (Julia Scherba de Valenzuela); (5) Creating Accessible, Rich, and Engaging Literacy Environments (Jessica Apgar McCord, Ann-Marie Orlando, Elizabeth B. Keefe, and Stephanie Nieto); (6) Getting the Point: Comprehension Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (7) A Broader Approach to Fluency (Pamela Williamson, Christina R. Carnahan, Jeongae Kang, and Turki S. Alzahraney); (8) Words, Glorious Words! (Elizabeth B. Keefe, Phyllis M. Robertson, and Karen M. Potter); (9) What's the Word? Word Recognition Instruction (Susan R. Copeland, Sharon L. Head, and Heather DiLuzio); (10) Conveying Your Message: Writing Instruction (Kristie Asaro-Saddler); (11) Organizing Effective Literacy Instruction: A Framework for Planning (Megan H. Foster, Jessica Apgar McCord, and Elizabeth B. Keefe); (12) Adapting Books and Other Literacy Genres (Laurel Lane and Andrea L. Ruppar); (13) Beyond the Common Core: Art, Music, and Creativity in Literacy Learning (Laurel Lane); (14) Literacy Beyond High School (Megan M. Griffin, Laurel Lane, Tammy Day, and Elise McMillan); and (15) Where Do We Go From Here? (Elizabeth B. Keefe, Susan R. Copeland, Ruth Luckasson, and Diane Ryndak). Supplementary materials include: (1) Myths and Facts; and (2) Case Studies. An index is included. [For "Effective Literacy Instruction for Students with Moderate or Severe Disabilities," see ED497274.]