“Each chapter is richly informative and well documented and describes how traditional approaches have inhibited struggling students from learning while providing vignettes of innovative ways to draw students into being more active participants. References to research and scholarly work are embedded throughout the chapters, providing substantial evidence to support the challenge of instructional change....This book would also serve well as a course text in an undergraduate education program on teaching adolescent readers....This book sets the groundwork in initiating a classroom climate where everyone is seen as capable of becoming a better reader.”

—Journal of Adolescent and Adult Literacy


“Recommended. Undergraduates and above.”

—Choice


“Finally, a book on struggling readers that eschews deficit models and incorporates students' funds of knowledge into the classroom. The authors provide a framework for envisioning instruction that welcomes students into the classroom community, instead of viewing them as people who need to be fixed. They encourage teachers to become more conscious in their assumptions, language choices, and practices—and to share these with the students. This is an ideal text for English language arts methods courses; experienced teachers will also find it useful and encouraging.”

—W. Douglas Baker, PhD, Department of English Language and Literature, Eastern Michigan University


“The emphasis on culture sets this book head and shoulders above others that focus on teaching young adolescent readers. While addressing vocabulary, assessment, text selection, and other core topics, the book clearly and engagingly illustrates the significance of students' cultural lives in the classroom. I would definitely use this text in a course on teaching middle grades or secondary reading. Students will benefit from the sociocultural stance and the classroom-ready approaches discussed.”

—Bob Fecho, PhD, Department of Language and Literacy Education, University of Georgia


“This book reminds teachers that students who struggle with academic reading are likely to be reading on their own, but with different texts. Respecting what diverse learners bring to the classroom, and capitalizing on their interests and skills, will build their confidence, motivate them to improve their reading, and enhance content learning. This is a great resource for prospective and practicing middle school reading teachers.”

—Kay Parks Haas, MA, instructional projects specialist, Olathe District Schools, Kansas


“This book takes the research on adolescent readers and puts it to use where the rubber meets the road! The authors treat struggling students as people who want to read and learn, rather than just 'nonreaders.' At each step along the way, teachers are encouraged to reflect on how they might integrate or modify their instruction using the research and strategies discussed. The information in this book can make you a more confident, empathic, and successful teacher.”

—Brandon Abdon, MEd, English teacher, Ft. Thomas (Kentucky) Public Schools, and President, Kentucky Council of Teachers of English