"A lot of people talk about research-based practice, but Scanlon and colleagues deliver. They draw on their own and others' research to show how we can greatly reduce the prevalence of reading difficulties. The book addresses many facets of literacy development--from phonological awareness to reading comprehension--and shows how to organize instruction to respond to each child's needs. I am thrilled that the authors have developed a second edition of this book! I used the first edition in my preservice literacy methods course and as a trusted resource in my work with practicing teachers, and the second edition provides even more guidance. If you are an early literacy teacher educator, coach, or specialist, I strongly urge you to put this book on your reading list. You won't be disappointed."--Nell K. Duke, EdD, School of Education, University of Michigan

"If you really want to know how to teach young children to read, this is a good place to start. In their second edition, the authors have perfected the ISA, based on hundreds of hours of work with beginning readers. What is truly remarkable is the degree of detail about every aspect of the beginning reading lesson, from phonological awareness to fluency. I would use this book as a primary text in an elementary methods course or in a graduate reading specialist or special education course."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech

"What a fantastic resource for anyone who teaches reading in the primary grades! What sets the second edition apart for me is that every section now includes an excellent discussion of possible challenges for English learners (ELs), along with recommendations for instructional modifications, making it a great resource for EL educators as well as reading teachers."--Karen L. Ford, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia

"A valuable resource for all early elementary teachers, whether they want to improve their implementation of reading interventions or build knowledge about effective reading instruction more generally. Detailed descriptions of research-based practices, along with many practical tools, make intervention planning and implementation more feasible."--Jeanne Wanzek, PhD, Department of Special Education, Vanderbilt University

"I used the first edition of this text in professional development courses with practicing teachers, reading specialists, and administrators, and I'm delighted to see the second edition. The ISA is responsive to students and it empowers teachers as professional decision makers. This is a refreshing approach in contrast to prepackaged intervention materials or scripted reading programs. The content in this text is firmly based on sound research and is presented in an approachable manner."--Seth A. Parsons, PhD, College of Education and Human Development, George Mason University -