“How can I do credit to a book that has rarely left my side since it arrived on my desk a couple of months ago?...I have quoted from it to parents, teachers and speech pathology students, I have written handouts for parents and teachers based on some of the sections and I have implemented ideas in my own clinical practice.”

—Speech Pathology Australia


“Filling a unique niche with its thoughtful and practical interdisciplinary focus, this up-to-date volume will help regular educators, special educators, and speech-language pathologists meet their shared goals of fostering literacy skills for all children, including those with disabilities. The authors succeed admirably in providing theoretically driven, evidence-based teaching practices in such areas as phonological processing, decoding, writing, spelling, and oral and reading comprehension. This is a superb resource for students and practicing professionals who are grappling with the complexities of helping all children learn to read and write, while also trying to meet the formidable mandates of standards-based education.”

—Anne van Kleeck, PhD, Callier Center for Communication Disorders, University of Texas at Dallas


“Silliman and Wilkinson have assembled a premier team of authors to address the many critical questions facing contemporary educators and speech-language pathologists. This 'must-read' volume is both practical and scholarly, giving readers a higher-level understanding of the pressing language and literacy issues of our time.”

—Nickola Wolf Nelson, PhD, CCC-SLP, Department of Speech Pathology and Audiology, Western Michigan University


“This volume interweaves the voices of classroom teachers, speech-language pathologists who work with children learning to become literate in English as a first or second language, and researchers from multiple disciplines. Bridging the gulf between educational and clinical practices is no small accomplishment—and is particularly important in the current climate of accountability—yet it is not the sole contribution of this book. Chapters also offer a good mix of pedagogical perspectives, covering everything from the metalinguistic content knowledge necessary for teaching the English language arts to the role of dialogue in fostering student learning. Teacher preparation programs in literacy education and special education are certain to benefit from the accumulated wealth of knowledge contained between the covers of this remarkable book.”

—Donna E. Alvermann, PhD, Editor, Reading Research Quarterly; Department of Reading Education, University of Georgia


“The linkages between language and literacy development are critical and have often been overlooked in educational practice. After reading this articulate and insightful book, I was struck by how limited our joint efforts have been and what potential exists for real collaboration among professionals working with struggling students. A stimulating resource for professionals in speech and language, literacy, and special education, this book will help us work together to best meet the needs of the students we all serve.”

—Donna Ogle, EdD, Department of Reading and Language, National-Louis University