“This book has unique value for any educator or school striving to provide the most effective instruction for ELLs. Within an RTI framework, the authors provide excellent contextual and demographic information, practical recommendations, user-friendly worksheets, and many case examples—all cohesively integrated in a way that will surely assist current and future educators’ efforts to best serve ELLs.”

—John C. Begeny, PhD, Department of Psychology, North Carolina State University


“Albers and Martinez help fill a large gap in the literature with this timely and important book. Writing in an approachable manner, the authors provide insightful information that will be highly useful to practitioners and students. The book includes step-by-step guidance for professionals aiming to provide equitable and research-based services to ELLs. It will be a welcome addition as a text in graduate programs in school psychology and special education.”

—Bryn Harris, PhD, NCSP, School of Education and Human Development, University of Colorado Denver


“This comprehensive book will be a go-to manual for school practitioners looking for guidance around implementing linguistically responsive tiered instruction and supports for ELLs. The readable, easy-to-understand format is enhanced by case examples and resources. Albers and Martinez underscore the value of leveraging alterable variables—such as the curriculum, instruction, and environment—to close the gap between ELLs and native English speakers.”

—Caroline Racine Gilles, PhD, Director of Multi-Tiered System of Supports, Madison (Wisconsin) Metropolitan School District