“The book does an excellent job of describing how instruction can accelerate children’s learning. McGee and Richgels reflect the richness of early childhood education. They aim for efficacious learning through a collaborative environment in which teachers can teach according to student needs by focusing on the whole class, small groups, and individual children. The authors remind us that it is necessary to offer equal resources for all children, and they also reinforce the message that there is no one-size-fits-all approach….A key reminder from the book is the significant instructional goal of teaching for the learner, not the curriculum.”

—Journal of Early Childhood Literacy


“A well-written and useful book that provides a research basis for implementing early literacy instruction for high-risk children. I recommend this book for early childhood students and educators.”

—Education Book Reviews (on the first edition)


“The book will assist prekindergarten and kindergarten teachers in creating centers and activities that will foster children's early literacy development....Recommended. Undergraduates and above.”

—Choice (on the first edition)


“An incredibly rich resource for preschool and kindergarten teachers and administrators. At this time, when the focus of kindergarten instruction, especially, is often narrowed to a few 'essential' literacy skills, this book presents a blueprint for providing a stimulating and effective instructional program to all children. For anyone interested in hitting all of the critical language and literacy bases in the early years—in a thorough, efficient, integrated, and meaningful way—this engaging book is a 'must read.'”

—Judith A. Schickedanz, PhD, School of Education (Emerita), Boston University


“In this second edition of their outstanding book, McGee and Richgels offer new evidence and insights about the design of effective early literacy programs, especially for children most vulnerable to risk. Their focus on both prevention and intervention provides the detailed guidance that teachers need not only to support, but also to accelerate children's language and literacy learning in the early years. The in-depth case studies and the 'differentiated instruction in action' examples are truly special and valuable features.”

—Kathleen A. Roskos, PhD, Department of Education and Allied Studies, John Carroll University


“An exciting update of a foundational text. Useful in undergraduate and graduate courses on reading development and early childhood education, this text draws direct connections between theory and practice. Particularly compelling is the way that theoretical concepts are brought to life through real-life examples and applications. I recommend this book for every teacher-in-training and experienced literacy educator.”

—Laura M. Justice, PhD, EHE Distinguished Professor of Educational Psychology, The Ohio State University


“This timely second edition reminds us of how early literacy instruction lays a foundation for children's later academic success. In a clear and concise manner, McGee and Richgels provide preservice and inservice teachers with a rich understanding of literacy development and practical ideas for teaching young children. Further, this important resource offers invaluable suggestions for differentiating instruction to meet the needs of diverse learners.”

—Barbara A. Bradley, PhD, Department of Curriculum and Instruction, University of Kansas