“The third edition of this text is a valuable resource for preservice and inservice teacher preparation courses. It is grounded in the authors’ own evidence-based strategies for early reading success plus years of experience partnering with teachers to implement the strategies in diverse classrooms. The book integrates up-to-date reading theory with concrete examples of how to differentiate instruction. Each chapter begins with an instructional goal and ends with bulleted key points, with 'Keep in Mind' tips along the way, 'Snapshot' checklists that serve as assessment and planning tools, and other useful features. The authors’ emphases on reflective teaching and responsive instruction set this text apart.”

— Barbara R. Foorman, PhD, Professor Emerita, College of Education, Florida State University


“This book is full of important information on the science of reading, with practical tools for planning and implementing impactful instruction for elementary students learning to read. The third edition provides even more detail on factors related to student misunderstandings and ways to help all children learn to read more effectively and efficiently. This is a valuable resource for educators learning about reading instruction, as well as experienced teachers who want to further improve their literacy instruction.”

—Jeanne Wanzek, PhD, Professor and Currey-Ingram Endowed Chair, Department of Special Education, Vanderbilt University


“A powerful resource for classroom and intervention teachers looking for ways to adjust or refine their practice to better meet the needs of each of their learners. The authors provide clear descriptions of key instructional practices along with explanations about why those practices are used, allowing teachers to better understand where this work fits in the context of current conversations about reading instruction. The book is filled with guidance on implementing ISA, including sample dialogues as well as suggestions for choosing resources and selecting words for lessons. The authors also share additional considerations for multilingual learners and students who receive support across instructional settings.”

—Laura Hallgren-Flynn, MSEd, Language Arts Coordinator and Reading Specialist, Guilderland Central School District, New York


“In the third edition, Scanlon and her colleagues offer updated, research-based advice about teaching strategies to help students develop the 'set for variability' that readers of English need to navigate the inconsistent mapping of letters onto sounds. Classroom teachers, intervention teachers, and tutors gain a full toolbox of nimble word-reading and word-solving routines. ISA combines phonics instruction with contextual analysis to help students develop a repertoire of words that are immediately recognized at sight. The best news? This book embodies a more comprehensive science of reading than one finds in the media these days.”

—P. David Pearson, PhD, Evelyn Lois Corey Professor Emeritus of Instructional Science, University of California, Berkeley